Avaliações externas e aprendizagem em Matemática: uma proposta de sequência didática para o 9º ano do Ensino Fundamental

Abstract

This dissertation examines how the analysis of results, structure, and test items from the SAEB and SABE external assessments can contribute to the design of a didactic sequence for the final years of lower secondary education (Ensino Fundamental) in a public school in Feira de Santana, Bahia (Brazil). Recognizing that large-scale assessments generate indicators for diagnostic purposes, the study investigates to what extent the examination of the released matrices, descriptors, and items can support teachers’ instructional planning, particularly by identifying recurrent skills and learning weaknesses. Using a qualitative, descriptive– interpretive approach, the research combined document analysis, analysis of tasks from a textbook, and the administration of an investigative questionnaire to the participating students. The findings revealed gaps in essential mathematical skills and inconsistencies between the prescribed curriculum, textbook practices, and the demands embedded in the assessments. Based on these results, a didactic sequence was proposed for future implementation, structured around skills deemed priority and a progression of content. Overall, the study suggests that external assessments may provide useful reference points for planning and organizing pedagogical interventions, without thereby implying, in and of themselves, any guarantee of improved learning outcomes.