QUADRILATERAL EDUCATION IN MOZAMBIQUE: ITS RELATIONSHIP WITH THE DIFFICULTIES PRESENTED BY PRIMARY SCHOOL STUDENTS

Abstract

The objective of this article is to analyze the relationship between the methodological strategies used by the teacher in the teaching of quadrilaterals and the difficulties that students have in including the square as a rectangle. We opted for a qualitative research based on interpretivism, outlined the Freirean action research, carried out in the 5th grade classes, at the Complete Primary School of Maragra, in Mozambique - Africa, with class observation, interview and questionnaire as instruments for field data collection. The students showed great difficulties, almost simulating those of their teachers. The use of the geoplane proved to be a useful strategy in the teaching and learning of quadrilaterals. It was concluded that the difficulties that students present in the inclusion of the square as a rectangle are related to the methodological strategies that teachers use in the teaching of quadrilaterals.