Álgebra no Enem: uma análise do desempenho dos vestibulandos em Teresina-PI

Abstract

Algebra is one of the main areas of study in Mathematics and is also a thematic unit where students tend to have many difficulties. Currently, Brazilian education is undergoing several transformations, mainly in high school, in addition to the impacts of the National Common Curricular Base (BNCC), which directly influence student performance, especially in large-scale assessments such as the National High School Exam (Enem ). In this sense, the current scenario of New High School and BNCC, the demands and difficulties of teaching algebra and the entire structure of Enem end up highlighting the relevance of studies of this nature. Therefore, the objective of this study is to analyze the Enem algebra content from 2020 to 2022 based on a performance assessment of students in Teresina-PI. To this end, the qualitative-quanti research approach was used, supported by two data collection procedures: Enem tests for the chosen period and the respective microdata made available by Inep. For data analysis, two perspectives were used: Bardin (2006) and Passos et. al (2011). From this, it became clear that the students' main difficulties were concentrated in mastering the algebraic skills that each question required. Furthermore, it was possible to verify that among the questions analyzed, five had an accuracy rate of approximately 20%. Therefore, it is expected that the present work can assist studies, mainly based on the development of methodologies and didactic sequences to improve algebra teaching, consequently improving student performance.