A relação entre compreensão leitora, matemática básica e desempenho em química na percepção de professores do ensino médio

Abstract

During the lesson, the teacher tries to make his students learn. However, it is common to come across barriers that interfere with this process. In High School, for example, there are difficulties related to content from Elementary School, such as poor reading, writing and numerical reasoning skills, which may impact the learning of different areas of knowledge, such as Chemistry. In this sense, the objective of this research was to know the perception of High School teachers about the relationship between the domains of reading comprehension and basic mathematics with the learning of Chemistry. This research is classified as basic in nature, exploratory and with a qualitative approach to data analysis. Seven High School Chemistry teachers, from public and private schools, of both sexes, participated in the sample. The data were obtained through an online questionnaire, created on the Google Forms platform, sent by e-mail and WhatsApp. The results show that teachers recognize students' difficulties related to reading comprehension and basic mathematics as obstacles to learning chemistry. Such difficulties are mainly perceived through exercises, questions during classes, and written or oral assessments. When they encounter such circumstances, they modify the teaching methodology used, making use of contextualization, reviews, active methodologies and technological resources. Specifically in relation to reading comprehension difficulties, they encourage: reading of texts, interpretation of questions, and research on the subject. In relation to specific difficulties in basic mathematics: they review schemes, procedures, and concepts; they solve questions to clarify doubts; they give exercises and supplementary materials. It is concluded that the participating teachers, in addition to identifying the students' difficulties, make interventions to obtain more satisfactory results for teaching-learning.