Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy

Detalhes bibliográficos
Autor(a) principal: Jolandek, Emilly Gonzales
Data de Publicação: 2022
Outros Autores: Pereira, Ana Lúcia
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
DOI: 10.26843/rencima.v13n6a08
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4370
Resumo: The present work is the result of a master's research, guided by the following question: what are the perceptions that teachers of Mathematics of Basic Education have about BNCC, about PISA and about what is mathematical literacy proposed in PISA and BNCC? The article has a mixed nature and the data were collected through questionnaires, applied to Mathematics teachers who work in the Public Network of the State of Paraná. Data analysis took place through Content Analysis and Cluster Analysis. We obtained four clusters that allowed us to verify that the teachers knew the BNCC, but many did not read the Mathematics chapter. Regarding PISA, many teachers were not aware of this assessment. We found that teachers do not know if there are relationships between PISA and BNCC, as well as most teachers confused math literacy with math literacy.
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spelling Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacyPercepciones de los profesores sobre la reforma del currículo brasileño, pisa y la alfabetización matemáticaBNCCLarge Scale AssessmentPISAMathematical LiteracyMathematics TeachersBNCCEvaluación a Gran EscalaPISAAlfabetización MatemáticaProfesores de MatemáticasThe present work is the result of a master's research, guided by the following question: what are the perceptions that teachers of Mathematics of Basic Education have about BNCC, about PISA and about what is mathematical literacy proposed in PISA and BNCC? The article has a mixed nature and the data were collected through questionnaires, applied to Mathematics teachers who work in the Public Network of the State of Paraná. Data analysis took place through Content Analysis and Cluster Analysis. We obtained four clusters that allowed us to verify that the teachers knew the BNCC, but many did not read the Mathematics chapter. Regarding PISA, many teachers were not aware of this assessment. We found that teachers do not know if there are relationships between PISA and BNCC, as well as most teachers confused math literacy with math literacy.El presente trabajo es el resultado de una investigación de maestría, guiada por la siguiente pregunta: ¿cuáles son las percepciones que tienen los docentes de Matemáticas de Educación Básica sobre la BNCC, sobre PISA y sobre lo que se propone la alfabetización matemática en PISA y BNCC? El artículo tiene carácter mixto y los datos fueron recolectados a través de cuestionarios, aplicados a profesores de Matemáticas que actúan en la Red Pública del Estado de Paraná. El análisis de datos se llevó a cabo a través de Análisis de Contenido y Análisis de Conglomerados. Obtuvimos cuatro conglomerados que nos permitieron verificar que los docentes conocían la BNCC, pero muchos no leían el capítulo de Matemáticas. En cuanto a PISA, muchos docentes no conocían esta evaluación. Encontramos que los docentes no saben si existen relaciones entre PISA y BNCC, así como que la mayoría de los docentes confunden alfabetización matemática con alfabetización.Editora Cruzeiro do Sul2022-12-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/437010.26843/rencima.v13n6a08Revista de Ensino de Ciências e Matemática; v. 13 n. 6 (2022): dec.; 1-222179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSengporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/4370/1869https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4370/1870https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessJolandek, Emilly GonzalesPereira, Ana Lúcia2022-12-05T00:23:18Zoai:ojs.pkp.sfu.ca:article/4370Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2022-12-05T00:23:18Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy
Percepciones de los profesores sobre la reforma del currículo brasileño, pisa y la alfabetización matemática
title Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy
spellingShingle Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy
Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy
Jolandek, Emilly Gonzales
BNCC
Large Scale Assessment
PISA
Mathematical Literacy
Mathematics Teachers
BNCC
Evaluación a Gran Escala
PISA
Alfabetización Matemática
Profesores de Matemáticas
Jolandek, Emilly Gonzales
BNCC
Large Scale Assessment
PISA
Mathematical Literacy
Mathematics Teachers
BNCC
Evaluación a Gran Escala
PISA
Alfabetización Matemática
Profesores de Matemáticas
title_short Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy
title_full Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy
title_fullStr Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy
Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy
title_full_unstemmed Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy
Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy
title_sort Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy
author Jolandek, Emilly Gonzales
author_facet Jolandek, Emilly Gonzales
Jolandek, Emilly Gonzales
Pereira, Ana Lúcia
Pereira, Ana Lúcia
author_role author
author2 Pereira, Ana Lúcia
author2_role author
dc.contributor.author.fl_str_mv Jolandek, Emilly Gonzales
Pereira, Ana Lúcia
dc.subject.por.fl_str_mv BNCC
Large Scale Assessment
PISA
Mathematical Literacy
Mathematics Teachers
BNCC
Evaluación a Gran Escala
PISA
Alfabetización Matemática
Profesores de Matemáticas
topic BNCC
Large Scale Assessment
PISA
Mathematical Literacy
Mathematics Teachers
BNCC
Evaluación a Gran Escala
PISA
Alfabetización Matemática
Profesores de Matemáticas
description The present work is the result of a master's research, guided by the following question: what are the perceptions that teachers of Mathematics of Basic Education have about BNCC, about PISA and about what is mathematical literacy proposed in PISA and BNCC? The article has a mixed nature and the data were collected through questionnaires, applied to Mathematics teachers who work in the Public Network of the State of Paraná. Data analysis took place through Content Analysis and Cluster Analysis. We obtained four clusters that allowed us to verify that the teachers knew the BNCC, but many did not read the Mathematics chapter. Regarding PISA, many teachers were not aware of this assessment. We found that teachers do not know if there are relationships between PISA and BNCC, as well as most teachers confused math literacy with math literacy.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4370
10.26843/rencima.v13n6a08
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4370
identifier_str_mv 10.26843/rencima.v13n6a08
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4370/1869
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4370/1870
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 13 n. 6 (2022): dec.; 1-22
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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dc.identifier.doi.none.fl_str_mv 10.26843/rencima.v13n6a08

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