Fatores associados ao baixo desempenho em matemática no ensino médio da escola estadual determinantes do saber em Juiz de Fora, Minas Gerais: desafios e busca por soluções

Abstract

This quantitative master's research was developed within the Professional Master’s Program in Management and Evaluation of Public Education (PPGP) at the Center for Public Policies and Educational Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The study is guided by the following research question: What factors contribute to the low performance of high school students in Mathematics at Escola Estadual Determinantes do Saber, and what strategies can be implemented to improve this performance? Accordingly, the general objective was to analyze the factors that contribute to low performance in Mathematics among high school students at Escola Estadual Determinantes do Saber and to propose strategies to promote the improvement of teaching and learning in this subject. Descriptive Objective: To describe the current scenario of low performance in Mathematics in the high school segment of Escola Estadual Determinantes do Saber. Analytical Objective: To analyze the factors associated with low performance in Mathematics, identifying patterns, trends, and related variables. Propositional Objective: To propose an Action Plan aimed at improving Mathematics performance in the high school setting of Escola Estadual Determinantes do Saber. The research also highlights the need for innovative pedagogical approaches, with emphasis on formative assessment and the use of educational technologies. The methodological design adopted a qualitative approach, using focus groups with 12 third-year high school students and semi-structured interviews with 3 Mathematics teachers. The study was conducted in four stages: literature review, documentary research, field research, and data analysis. Initially, a case study was carried out to describe and analyze the school’s results in large-scale assessments in recent years, as well as its internal assessments, with particular attention to the Mathematics discipline. Subsequently, to analyze students' and teachers' perceptions regarding factors related to low performance in Mathematics in the school, documentary analyses were conducted along with focus groups and interviews. These data were examined in light of the theoretical concepts of Paulo Freire, Candau Moreira, Philippe Perrenoud, José Carlos Libâneo, Ubiratan D’Ambrosio, Maurice Tardif, Jussara Hoffmann, Cipriano Luckesi, among others. The research revealed that low performance in Mathematics results from a combination of emotional, pedagogical, institutional, and socioeconomic factors, such as gaps in basic content, poorly contextualized instructional practices, pressure to approve students without ensuring real learning, lack of family support, and structural limitations in the school environment. It also showed that strategies such as active learning methodologies, individualized support, strengthening the school–family partnership, and the revision of educational policies can contribute to making Mathematics teaching more meaningful, inclusive, and effective. Finally, in a propositional manner, Chapter 4 presents the Educational Action Plan (PAE), which consists of intervention strategies related to the three axes of this study: low performance in Mathematics, teaching practice, and curriculum. The PAE was proposed with the aim of rethinking assessment as a tool to connect student performance with teaching practices.