Percepções de professores que ensinam matemática acerca do processo de transição entre o 5º e 6º ano do ensino fundamental

Abstract

This article aims to report the perceptions of two teachers regarding the content of the Mathematics subject during the transition process from the 5th to the 6th grade in two elementary school classes in a public and a private school in the municipality of Rio Largo - AL. The research is qualitative in nature, of the narrative research type, with participation in the social interaction of the participants aiming at the intersection of the accounts in the search for an association of the results. It was concluded that, throughout the research period, the teachers teaching the Mathematics subject should constantly use didactic and technological tools to complement their classes, so that students will have more involvement and will be more motivated and mobilized to participate in the learning process, focusing not only on expository classes but also avoiding the behavior of passively reproducing, copying, and instead using what was observed in their school transition as support, based on the pedagogical support available, and also on those involved in the process.