Um estudo sobre os níveis de conhecimento matemático dos estudantes ingressantes no ensino médio no IFPI - Campus Cocal

Abstract

The present study aimed to carry out an investigation into the levels of mathematical knowledge of students entering upper secondary education at IFPI – Campus Cocal, seeking to understand how much mathematical knowledge these students bring with them during this transition between educational stages. At the same time, it sought to raise questions about the skills they are expected to develop throughout lower secondary education and about the factors associated with their levels of knowledge. The target population consisted of students enrolled in the first year of upper secondary education at this institution. A mixed-methods approach was adopted, aligned with the principles of the integrated approach, in which the results were obtained through the analysis of the numerical scores achieved by these students in the Entrance Examination, covering all students admitted for the 2025 academic year, as well as through the application of a questionnaire and a diagnostic assessment to a significant sample of this group. The results indicated that problems associated with the teaching and learning of mathematics are present at virtually all stages of education and are varied and complex to resolve, including among the participants of this study. Finally, despite its limitations, the findings of this research enabled important reflections on the current educational scenario and on the difficulties encountered in the mathematics teaching process, as well as on the need for further studies aimed at identifying approaches that may contribute to reducing the effects of learning gaps in educational development