Dificuldades de aprendizagem em matemática nos anos iniciais do ensino fundamental : encaminhamentos da/na Rede Municipal de Ensino de Cuiabá

Abstract

Since 1999, with the implementation of Training Cycles 3, the Cuiabá Municipal Education Network has offered the Learning Support Room (LSR) as an important learning intervention strategy. The aim of this Room is to provide educational conditions for elementary school students, who had learning difficulties in the areas of Language and Mathematics. However, in 2024, the Cuiabá Department of Education (CDE-Cuiabá) stopped offering this assistance. This research proposes the following question: how CDE-Cuiabá, managers and teachers 4 deal with Mathematics learning difficulties presented by students in the early years of elementary school? The general aim is to investigate the Cuiabá Municipal Education Network’s approach to learning difficulties in Mathematics among students in the early years of elementary school, between 1999 and 2024, as well as teachers’ and school managers’ understanding of what these difficulties are and how to deal with it in the classroom routine. The specific aims are: (i) to analyze the CDE-Cuiabá documents that deal with learning difficulties in Mathematics; (ii) to identify practices developed by pedagogical teachers reported through interviews, relating to the teaching of Mathematics and overcoming students’ difficulties in this area; (iii) to understand how teachers, school managers and the CDE-Cuiabá characterize students with learning difficulties in Mathematics; and (iv) to analyze which and how activities are planned for students with difficulties in Mathematics. The research is based on a qualitative approach, with an exploratory study and, to carry it out, we adopted the following steps: bibliographical study, documentary analysis and field research. The research is theoretically based on studies covering the following themes: Mathematics teaching and learning and difficulties in the early years of schooling. The data analysis points to the need for restricting policies and practices aimed at learning difficulties in Mathematics, including improving teacher training, reviewing and updating schools’ PPPs with a focus on this area and returning to interventions actions such as SSA. These are fundamental actions to align teaching practices with the guidelines of an inclusive and integral education, contributing more effectively to overcoming learning difficulties in the early years of elementary school.