Learning Difficulties in Mathematics: perceptions of high school teachers from a state school in Rio Grande do Sul

Abstract

The article presents reflections about learning difficulties in Mathematics from the perceptions of high school teachers from a state school in Rio Grande do Sul. This is a quantitative and qualitative research, with approximations of a case study. From a bibliographic study on Theory of Meaningful Learning, teaching of Mathematics and historical aspects of learning difficulties in Mathematics and a field research with five high school teachers, we seek to identify causes of learning difficulties in Mathematics. The difficulties are related to intra and extra-school factors, such as: lack of interest of students to learn; lack of basic knowledge of content developed in elementary school and teaching methodology. To change this situation, it is suggested: curricular reorganization, valuing the student's active posture and the development of skills and competences; dynamization of teaching strategies; didactic resource innovation; reframing the evaluation process.