Ensino aprendizagem das seis operações matemáticas no 9° ano: um estudo na escola "José Francisco das Chagas"

Abstract

Students have many difficulties in mathematical operations because of this, teachers face great challenges to teach their classes. In the midst of these challenges, the present article aims to analyze the teaching and learning of the six mathematical operations in the 9th grade and their numerous difficulties; describe the methodologies used in the teaching of mathematics; identify the various difficulties present in the teaching of mathematics regarding the six operations; analyze the content domain of 9th grade students involving the six operations; describe the teaching practice of the 9th grade classroom. The work was carried out through a survey at the José Francisco da Chagas school through a questionnaire with the students, and through classes in the discipline. The results show a considerable growth, except in the multiplication operation, since in the first moment its domain was 68.75% of the students and after the interventions it remained at 68.75%. However, in the others there was a good growth, in the case of the addition, only 81.25% dominated the operation with the intervention 100% became dominant. The division suffered little change because about 62.5% dominated to 68.75% the subtraction also showed little evolution, but grew from 56.25% to 62.5%, in this case the division and subtraction have the same degree of increase percentage. With regard to potency and radication it can be said that both were significantly positive, potency increased from 50% to 87.5% and radication from 25% to 56.25%. So it is notorious that after interventions through playful classes, games and workshops, a gradual increase was observed, this due to the methodologies arousing the student's pleasure with mathematics.