Uma proposta de intervenção para consolidação de habilidades e competências em matemática no âmbito da avaliação Conhecer

Abstract

This research analyzed mathematical skills considered insufficient or underdeveloped (according to Conhecer test) in high school students from twelve classes of a public school in the state of Rio de Janeiro. This assessment is a quantitative instrument used by the State Education Secretariat of Rio de Janeiro (SEEDUC / RJ) to measure the quality of education, based on the measurement of skills and competences in the areas of Portuguese and Mathematics. The main objective was to propose an intervention in these identified mathematical skills using for that playful learning and problem situations. The methodology used here explored an investigation on the importance of mathematical skills for high school students, as well as the importance of tests as one of the intervention instruments in education. The justification for carrying out this research was the possible difficulties to integrate certain mathematical content from different moments of basic education which can discourage the teacher action in the intervention to recover skills considered essential for the continuation of academic and/or professional life after completing high school, as evidenced in the research carried out with teachers covered in chapter 2 of this work. This work aimed to answer a question: Is it possible to develop the skills that are expected to be worked on in the previous years, without, however, compromising the program from the current stage of development? For the development of the arguments in the present work, authors such as Hoffmann, Perrenoud, Luckesi, Pires, among others, were used as a theoretical framework, as well as the legal documents from Brazilian legislation, such as the “Common National Curricular Base” and the “Law of National Education Guidelines and Bases ”. Reflecting on the importance of mathematical skills for life in society, as well as the instruments available for the identification of possible failures in the acquisition of these skills, allows those involved in the educational trajectory to see the need for continuous assessment, reevaluation and recovery of learning. Through this research, and with the intervention activities proposed here, it was possible to observe the possibility of integrating different mathematical contents in basic education, seeking to rescue skills that are still underdeveloped without prejudice to the development of new skills.