Desafios no ensino da unidade temática “números”: percepções de professoras de São João do Sabugi/RN

Abstract

This study aims to identify and analyze the perceptions of teachers working in the 2nd year of Elementary School in the Municipal and State the Education Network of São João do Sabugi/RN, regarding the challenges in teaching the knowledge object related to the thematic unit "Numbers," in accordance with the guidelines established by the Brazilian National Common Curricular Base (BNCC).This qualitative research was carried out through questionnaires administered to teachers responsible for literacy classes, with the objective of identifying and understanding the main difficulties encountered in the teaching-learning process. The guiding research question proposed was: What are the main difficulties faced by teachers in teaching the different meanings of addition and subtraction in the early years of Elementary Education?Based on a literature review, possible causes of these difficulties were identified, among which the initial training of educators in Mathematics stands out, often considered insufficient to meet the demands of teaching practice, especially in Early Childhood Education and the early years of Elementary Education. The results suggest that the challenges may be related to a lack of understanding and a superficial learning of mathematical concepts. They also highlight the need for public investment in continuing education programs that address not only teaching methodologies for Mathematics but also the understanding of learning processes and the difficulties students face in the school context.