CONCENTRIC CIRCLES OF LEARNING GAPS IN MATHEMATICS: A THEORETICAL CONCEPTUALIZATION

Abstract

This article aims to theoretically conceptualize the phenomenon of Concentric Circles of Learning Gaps in Mathematics, based on evidence from research developed within the scope of the Study and Research Group in Mathematics Education in Schools (GEPEME)/UNEMAT. In this process, we discuss the problem of learning gaps in mathematics among students, which was exacerbated by the Covid-19 pandemic. First, we defend the right of all students to learn mathematics. Then, we present scientific evidence from two master's theses defended in the Postgraduate Program in Science and Mathematics Teaching (PPGECM) at the State University of Mato Grosso – UNEMAT/Barra do Bugres Campus/MT to conceptualize the Concentric Circles of Learning Gaps in Mathematics. Thirdly, we discuss the conceptual distinction between learning gap and learning difficulty, and their interrelationships. Finally, we emphasize the need to implement a Mathematical Learning Remediation Program in all schools and education networks that offer Basic Education to mitigate the problem and prevent the expansion of Concentric Circles of Mathematical Learning Gaps, thus guaranteeing the constitutional right to learning for all students.