Learning difficulties in Mathematics: a case study in 1st year high school classes at a state school in Rio Grande do Sul

Abstract

The article presents reflections on learning difficulties in Mathematics of three classes of 1^st year of High School in a state school in Rio Grande do Sul. It is a quantitative and qualitative research, with approximations of a case study. Based on a bibliographic study on the teaching of mathematics and learning difficulties, and a field research with 87 students from the 1^st year of High School, we seek to identify causes of learning difficulties in mathematics. It was found that the difficulties are related to the degree of difficulty of the content worked in the classroom, the lack of interest of students to learn and the lack of basic knowledge of content developed in Middle School. In view of the above, curricular reorganization is suggested, valuing the student's active posture and the development of skills and competences; dynamization of teaching strategies; innovation of teaching materials; and reframing the evaluation process.