This study aimed to analyze the way as it does the teaching of mathematics in the context of
multi-year classes, for both considering that it is a school of rural Tocantinópolis. Such research
is qualitative in nature and more specifically fits in the case study, as it seeks to analyze a
specific case: the teaching of mathematics at the Municipal School Antonio Fernandes dos
Santos. The nature of work is justified in fact try to answer some concerns about the teacher's
attitude toward the teaching of forward content to a multisseriate class with students from
different years grouped in the same room, studying the same content and see how it gives the
responsiveness of education for the students. Thus the aim of checking if there was possibility
of meaningful learning in the face of all these peculiarities is that we propose to use as a
methodological research resource: observations locus, record book (logbook), open
questionnaire (this happened only for the teacher), informal conversations with both the teacher
and the students and staff and bibliographical study. Yet at the end of this research it was
revealed that the math teaching in multigrade classes, is presented in a positive way as the
contextualization of the contents, considering how decisive factor in student learning, the
methodologies used by the teacher. Because although it is multisseriate class uses the same very
interesting strategies for the involvement of all.
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