Os conhecimentos prévios dos alunos do 6º ano do ensino fundamental da EMEF Professora Raimunda Cabral sobre o sistema de numeração decimal e as quatro operações fundamentais da aritmética

Abstract

The teaching of mathematics has presented over the years some problems of coher ence, empathy, understanding, applicability, among others, becoming the target of ex ecution, research, interventions and proposals in order to try to solve such problems. In this sense, one of the possibilities for study and intervention in working with mathe matics in formal education is to know the students' prior knowledge before starting specific activities of a given year/grade in order to have a parameter of how the student is being received and thus being able to plan the most important actions that meet your real needs. In this context, this work sought to conduct a survey on prior knowledge of the Decimal Numbering System and the four fundamental operations of arithmetic, not aiming to identify the main problems related to understanding the issues and thus plan ning actions for the necessary teaching process as soon as achieve more learning results that enable the improvement of the mathematics learning process. Thus, qual itative research was started with 6th grade students in a public school in Vitória do Xingu-PA. For this, a study was carried out on the data obtained through applied ques tions, highlighting not only the analysis of the solutions but also the difficulties encoun tered in this process, so that it was specifically sought to know, describe and analyze this prior knowledge, aiming to have a parameter of how students are leaving the 5th year and entering the 6th year of elementary school, considering the differences be tween the two levels of education. Thus, it was detected, in general terms, that the students showed several difficulties in understanding and using the topic under study as a result of several factors, mainly because they are unaware of fundamental ele ments related to this knowledge, which requires an intervention that permeates the diagnosis, of teachers and the applicability of this knowledge through innovative meth odologies and use of concrete materials.