As disiculdades dos professores no ensino da matemática nos 3° e 4° ano do ensino fundamental i.

Abstract

The objective of this research is to identify and analyze the difficulties that the teachers that act in the 3rd and 4th year of elementary school I, of the Municipal Network of Muricilândia – TO; have to teach math. This study focused on the theoretical contributions of various authors. Justifying the realization of this one due to the need to know what these difficulties are, which may also be linked to the mathematical teaching methods used by them, or to the teacher training processes of the initial grades. Initially we did a bibliographical research in order to understand more about the importance of working the mathematical concepts, and the different ways of how to work them, having the teacher important role in this process of construction. During the research it was observed that teachers know the importance of working on several mathematical concepts and using various ways to minimize their difficulties in teaching mathematics and achieving such goals, but the difficulty of using other methodologies, such as Mathematics Education, is still a big hindrance to these professionals. Hence one of the biggest problems that math teachers have been experiencing since they have to work with these students in differentiated methodologies so that the class can analyze and interpret the mathematical problems found in everyday life and have the skills to solve them.