Análise descritiva das questões de matemática nos exames ENEM e UESPI

Abstract

This study aims to analyze the distribution of comprehensive math questions in two different types of evaluation, the National Secondary Education Examination (ESMS) conducted in the years 2013 and 2014 and the vestibular old offered by the State University of Piauí (UESPI) in the year 2011. ENEM search guide high school for the use of new methods aimed at instigating students to critical thinking before the reality that surrounds him. It appears that the time in the classroom is not enough for most students get a good proficiency exam. One soon realizes that the mechanisms exposed during classes do not match the skills and competencies required in this type of evaluation, which requires the student a reader and interpretive ability of issues beyond the knowledge acquired during the basic school period. In contrast to UESPI institution brought in the context a more compartmentalized approach to content, requiring pre-established formulas for resolving the issue. The quantitative research sought to examine how such issues are distributed and how each behaves examination. From the analysis of the data found herself breaking abstract math content for the inclusion of an interdisciplinary and contextualized evaluation.