LEARNING MATHEMATICAL CONCEPT IN ELEMENTARY SCHOOL I AND II.

Abstract

This article addresses the learning of mathematical concepts in Elementary School I and II, identifying effective pedagogical practices and common challenges faced by students in these stages. Based on a theoretical framework that encompasses educational theorists, we investigated the particularities of students' cognitive development and its implications for mathematics learning. Using a methodological approach of bibliographical review, it was possible to realize that the understanding of mathematical concepts occurs gradually and constructively, with the role of the educator being crucial in mediating this process. The main results indicate that pedagogical methods that prioritize experimentation, problem solving and the contextualization of concepts in real situations favor the internalization and applicability of mathematics by students. Furthermore, the use of varied teaching resources, such as games and digital technologies, proved promising for student engagement and understanding. On the other hand, it was identified that excessive memorization and decontextualization of mathematics are factors that contribute to lack of interest and learning difficulties.