Teaching Mathematics: Low Performance in Mass Evaluations

Abstract

External performance evaluation processes of students in Brazilian schools have shown low retention and/or learning of knowledge provided for in the legislation. More precisely in the area of Mathematics, some indices have decreased in the latest evaluations, such as the National High School Examination (ENEM in Portuguese) and the Programme for International Student Assessment (PISA). This reality requires deep reflection, structured on research and dialogues between peers and agents, and to do this, data must be collected. In order to understand the results of the mass evaluation processes of Brazilian education, quantitative research was carried out using secondary data collection techniques. The results indicate that the evaluation processes show an insufficiency in the students performance averages, and Mathematics is the area of knowledge with the lowest indexes, both in internal (such as ENEM) and external (such as PISA) evaluations.