Erros e obstáculos: os conteúdos matemáticos do ensino fundamental no processo de avaliação

Abstract

The present article aims to focus certain ways to articulate the mathematical concepts ‘evaluation’, ‘obstacle’ and ‘error’ based upon the definitions and relations we find between these issues, while considering that some mathematical errors come to constitute ‘didactic obstacles’ for mathematics learning. Besides this we intend to analyze the teachers’ fulfillments from 5th to 8th grades in math usual subject becoming possible to make a list of contents that constitutes great difficulties for the students’ assimilation in math teaching-learning processes. The results we find show us that when the content wasn’t well assimilated by the student it can emerge as ‘didactic obstacles’ for mathematics learning and tends to propagate through the posterior schooling grades.