Mathematics in the Early Years of Elementary School

connections between question content of OBMEP 2018 level A and BNCC

Abstract

This article aims to present reflections on Mathematics in the early years of Elementary School, based on the analyze of questions from the Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP), Level A, applied in 2018, for 5^th grade students. The study has a quantitative-qualitative approach and involved students from 34 state schools in Rio Grande do Sul, within the scope of the 3^rd Regional Education Coordination, which provided 930 answer cards of the test, composed of 20 objective questions. 81% of these cards were analyzed, which corresponds to 757 students of the 5^th year of Elementary School. It was sought to identify the issues less correct by the 5^th year students, in OBMEP 2018, Level A, and to relate its content with the proposal of the Base Nacional Comum Curricular. Nine questions were found that were not answered correctly by 50% or more of the students, involving the thematic units: Numbers, Algebra, Geometry, Quantities and Measures. These questions include: construction of basic facts of addition and subtraction, associated with the number line; solving problems involving fractions; length measurements, using a ruler; regularities in figurative and numerical sequences; equality properties in contexts of equivalence; planning of spatial geometric figures; logical reasoning activities. Given these results, it is necessary to reflect on the presence or not of some weakness in the teaching of mathematics in the Elementary School.