A proficiência matemática dos alunos brasileiros no PISA 2003: uma análise dos itens de incerteza

• Ano de defesa: 2013
• Autor(a) principal: Stella Maris Lemos Nunes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Matemática; PISA; Incerteza; TRI; SAEB; Competência; Avaliação educacional; Educação; Matemática Avaliação
• Link de acesso: http://hdl.handle.net/1843/BUOS-9AZGWC

Over the last few years, several large scale assessments have been conducted to measure the students performance regarding certain cognitive abilities which are considered to be necessary for the students critical insertion in their community and in the world of work. Considering the relevance of the studies made by The Programme for International Student Assessment (PISA) at the global level, we have utilized the data from its assessments to reflect upon the teaching of Mathematics in Brazil, especially regarding the overarching idea of Uncertainty. Within this scenario, the primary objective of the present work is to analyze the Brazilian students mathematical competency in the PISA, making known, in more depth, the abilities that are consolidated or not consolidated by them as regards the notion of Uncertainty. Furthermore, the present work identifies the abilities pertaining to this overarching idea of Mathematics which have or have not been contemplated in the Sistema de Avaliação da Educação Básica [Fundamental Education Assessment System] (SAEB) and in the PISA, two systemic assessments of great relevance at the national and international levels. For this purpose, we have conducted a quali-quantitative analysis of the Brazilian students performance in Mathematics using the items composing the tests of 2003 PISA. We have concluded that there is a structural difference between the PISA and the SAEB assessments which pervades the concept of mathematical literacy teaching employed by each one, the different curricular emphases, the statement of the items and the type of items which constitute the scope of each assessment. As a foundation for the debate concerning the students' performances in the PISA and in the SAEB, the Theory of Response to Item has been widely used in this thesis as a means to facilitate the pedagogical understanding of the large scale assessments which make use of this theory. And, more specifically, the item parameters have been employed in the elaboration of the pedagogical interpretations.