Learning Difficulties in Mathematics in the 5th Grade of Elementary School

Abstract

This paper examines the teaching of mathematics and the learning difficulties associated with it, grounded in the methodological theories that shape research on mathematics education in Brazil. The study of theories regarding mathematics instruction emerged during the Industrial Revolution in 18th-century England—a trend that was mirrored in Brazil—and has since become a vital means of enhancing students' mathematical knowledge. Research into new pedagogical practices has advanced significantly; when combined with technological innovation, these theories play a crucial role in fostering inquiry and improving Brazilian education, particularly within the field of mathematics. Given the persistent challenges in education—often stemming from a lack of student comprehension—the introduction of new pedagogical approaches, even amidst skepticism regarding children's learning potential, opens the door to further debate and the exploration of effective new practices. Consequently, this research aims to analyze the difficulties faced by 5th-grade elementary school students and proposes a methodological intervention designed to foster greater engagement between students and teachers throughout the learning process. To achieve these objectives, the study draws upon various methodological sources, including academic articles, theses, books, dissertations, and other available materials. Ultimately, the work explores how new pedagogical practices can be applied in ways that extend beyond mere preparation for assessments. In this context, the paper demonstrates how this subject can be integrated into mathematics education, offering a more nuanced understanding of which practices facilitate—or hinder—the comprehension of course content, while also highlighting new pedagogical projects that contribute to the improvement of mathematics teaching and learning at the elementary school level.