2026-10-202026-10-202026-03-23GOMES, Diego Nazareno da Silva. Um diagnóstico do ensino e aprendizagem sobre problemas do 2° grau. Orientadora: Maria de Lourdes Silva Santos. 2026. 131 f. Dissertação (Mestrado Profissional em Ensino de Matemática) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/364AbertoEducação matemáticaEquação do segundo grauDificuldades de aprendizagemResolução de problemasMathematics educationQuadratic equationLearning difficultiesProblem solvingDissertaçãoCiências HumanasThis research aimed to diagnose the learning difficulties of high school students in relation to problems involving quadratic equations. The study assumes that the teaching of this content often prioritizes the memorization of formulas and mechanical procedures, to the detriment of conceptual understanding and the ability to perform mathematical modeling. To this end, a quantitative and descriptive investigation was carried out, applying questionnaires and tests to 86 first-year high school students from public schools in the municipality of Ananindeua, Pará. The data collection instrument included questions about socioeconomic profile, study habits, recall of mathematical concepts, and a test with problems classified into easy, medium, and difficult levels. The data were analyzed using descriptive statistics and Fisher's exact test to verify associations between variables. The results indicated that, although most students recalled basic concepts such as Bhāskara's formula (94%), the perception of difficulty with these topics was predominantly classified as "regular" or "difficult". In the applied test, a high rate of blank answers (59.6%) and errors (25.9%) was observed, with only 14.5% correct answers. The greatest difficulties were concentrated in the interpretation and modeling of contextualized problems, especially in translating natural language into algebraic language. Statistical analysis did not reveal significant associations between performance and variables such as sex, age, or parental education, except in specific cases. It is concluded that the students' difficulties are more related to weaknesses in conceptual understanding and problem-solving than to isolated socioeconomic factors. The study recommends the adoption of pedagogical approaches that integrate multiple representations, historical contextualization, and an emphasis on problem-solving, aiming for more meaningful and less mechanical learning. As a practical contribution resulting from these conclusions, a complementary educational product was developed to help teachers and students overcome the identified modeling and interpretation difficulties.Keywords: Mathematics education; Quadratic equation; Learning difficulties; Problem-solving.PPGEM - Metodologia para ensino de matemática no nível fundamental