Jogos matemáticos para o desenvolvimento do pensamento algébrico em alunos do 7º ano do ensino fundamental II

Abstract

The main objective of this case study is to analyze the challenges and perspectives in the teaching and learning of mathematics in the 3rd year of high school, based on the perceptions of students and a teacher from a public school in the municipality of Parintins-AM, Brazil. The research adopts a qualitative approach, using questionnaires administered to 28 students and a semi-structured interview with a teacher who works at the final stage of basic education. The data reveal that the main challenges faced by students are related to difficulties in understanding topics such as functions, algebra, geometry, and statistics, the lack of a solid conceptual foundation, as well as a general disinterest in the subject. The teacher's interview reinforces these findings and highlights the need for continuous teacher training, professional appreciation, and the application of more engaging and contextualized teaching methodologies. On the other hand, students expressed openness to alternative strategies, such as the use of videos, games, hands-on activities, and a stronger connection between mathematics and everyday life. Based on the results, it is concluded that overcoming these challenges requires a joint effort among teachers, school administration, and public policies that promote a more dynamic, inclusive, and student-centered pedagogical practice.