Analysis of the Enem editions in the area of Mathematics and its Technologies (2012 - 2021)
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/31168 |
Resumo: | The article presents an analysis of the Enem editions carried out from 2012 to 2021, whose objective was to verify the level of coverage of the contents related to the area of Mathematics and its Technologies in relation to the High School curriculum, examining if the contents covered have been sufficient to evaluate the teaching of mathematics in this teaching modality. The qualitative research investigated official documents of Basic Education and the consolidated academic productions (articles and dissertations), as well as the analysis of the Enem exams and didactic collections approved by the National Program of Books and Didactic Materials. The results indicate that the contents of High School are rarely covered and the distribution of questions does not occur homogeneously among the contents evaluated. Thus, it is suggested that the number of questions corresponding to the final three years of Basic Education be expanded, including new content in the Enem Matrix. Another relevant action would be the distribution of problem-situations more evenly among the objects of knowledge and expansion of the evaluation of the scarcer contents. |
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Analysis of the Enem editions in the area of Mathematics and its Technologies (2012 - 2021)Análisis de las ediciones del Enem en el área de las Matemáticas y sus Tecnologías (2012 - 2021)Análise das edições do Enem na área de Matemática e suas Tecnologias (2012 - 2021)EnemNew High SchoolMathematics teaching.EnemNueva Escuela SecundariaEnseñanza de las matemáticas.EnemNovo Ensino MédioEnsino de matemática.The article presents an analysis of the Enem editions carried out from 2012 to 2021, whose objective was to verify the level of coverage of the contents related to the area of Mathematics and its Technologies in relation to the High School curriculum, examining if the contents covered have been sufficient to evaluate the teaching of mathematics in this teaching modality. The qualitative research investigated official documents of Basic Education and the consolidated academic productions (articles and dissertations), as well as the analysis of the Enem exams and didactic collections approved by the National Program of Books and Didactic Materials. The results indicate that the contents of High School are rarely covered and the distribution of questions does not occur homogeneously among the contents evaluated. Thus, it is suggested that the number of questions corresponding to the final three years of Basic Education be expanded, including new content in the Enem Matrix. Another relevant action would be the distribution of problem-situations more evenly among the objects of knowledge and expansion of the evaluation of the scarcer contents.El artículo presenta un análisis de las ediciones del Enem realizadas en el período de 2012 a 2021, cuyo objetivo fue verificar el nivel de cobertura de los contenidos relativos al área de Matemática y sus Tecnologías en relación con el currículo de la Enseñanza Media, examinando si los contenidos cubiertos han sido suficientes para evaluar la enseñanza de la matemática en esta modalidad educativa. La investigación con enfoque cualitativo investigó documentos oficiales de la Educación Básica y las producciones académicas consolidadas (artículos y disertaciones), así como, análisis de las pruebas Enem y las colecciones didácticas aprobadas por el Programa Nacional de Libros y Material Didáctico. Los resultados indican que los contenidos de la Enseñanza Media están poco cubiertos y la distribución de las preguntas no se produce de forma homogénea entre los contenidos evaluados. Así, se sugiere ampliar el número de preguntas correspondientes a los tres últimos años de la Educación Básica, incluyendo nuevos contenidos en la Matriz Enem. Otra acción relevante sería la distribución de situaciones problemáticas de manera más uniforme entre los objetos de conocimiento y la ampliación de la evaluación de los contenidos más escasos.O artigo apresenta análise das edições do Enem realizadas no período de 2012 a 2021, cujo objetivo foi verificar o nível de abrangência dos conteúdos referentes a área de Matemática e suas Tecnologias em relação ao currículo do Ensino Médio, examinando se os conteúdos abordados têm sido suficientes para avaliar o ensino de matemática nessa modalidade de ensino. A pesquisa com abordagem qualitativa investigou documentos oficiais da Educação Básica e as produções acadêmicas consolidadas (artigos e dissertações), bem como, análise das provas do Enem e coleções didáticas aprovadas pelo Programa Nacional do Livro e do Material Didático. Os resultados apontam que os conteúdos do Ensino Médio são poucos cobrados e a distribuição das questões não ocorre de forma homogênea entre os conteúdos avaliados. Desse modo, sugere-se que a quantidade de questões correspondentes aos três anos finais da Educação Básica seja ampliada, incluindo novos conteúdos na Matriz do Enem. Outra ação relevante seria a distribuição das situações-problema de maneira mais uniforme entre os objetos de conhecimento e ampliação da avaliação dos conteúdos mais escassos.Research, Society and Development2022-06-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3116810.33448/rsd-v11i8.31168Research, Society and Development; Vol. 11 No. 8; e47711831168Research, Society and Development; Vol. 11 Núm. 8; e47711831168Research, Society and Development; v. 11 n. 8; e477118311682525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/31168/26714Copyright (c) 2022 Liliane Santi dos Santos; Gláucia Cristiane Cardoso Santos; Laura Isabel Marques Vasconcelos de Almeidahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Liliane Santi dosSantos, Gláucia Cristiane CardosoAlmeida, Laura Isabel Marques Vasconcelos de2022-07-01T13:34:06Zoai:ojs.pkp.sfu.ca:article/31168Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:47:37.036187Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Analysis of the Enem editions in the area of Mathematics and its Technologies (2012 - 2021) Análisis de las ediciones del Enem en el área de las Matemáticas y sus Tecnologías (2012 - 2021) Análise das edições do Enem na área de Matemática e suas Tecnologias (2012 - 2021) |
title |
Analysis of the Enem editions in the area of Mathematics and its Technologies (2012 - 2021) |
spellingShingle |
Analysis of the Enem editions in the area of Mathematics and its Technologies (2012 - 2021) Santos, Liliane Santi dos Enem New High School Mathematics teaching. Enem Nueva Escuela Secundaria Enseñanza de las matemáticas. Enem Novo Ensino Médio Ensino de matemática. |
title_short |
Analysis of the Enem editions in the area of Mathematics and its Technologies (2012 - 2021) |
title_full |
Analysis of the Enem editions in the area of Mathematics and its Technologies (2012 - 2021) |
title_fullStr |
Analysis of the Enem editions in the area of Mathematics and its Technologies (2012 - 2021) |
title_full_unstemmed |
Analysis of the Enem editions in the area of Mathematics and its Technologies (2012 - 2021) |
title_sort |
Analysis of the Enem editions in the area of Mathematics and its Technologies (2012 - 2021) |
author |
Santos, Liliane Santi dos |
author_facet |
Santos, Liliane Santi dos Santos, Gláucia Cristiane Cardoso Almeida, Laura Isabel Marques Vasconcelos de |
author_role |
author |
author2 |
Santos, Gláucia Cristiane Cardoso Almeida, Laura Isabel Marques Vasconcelos de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Santos, Liliane Santi dos Santos, Gláucia Cristiane Cardoso Almeida, Laura Isabel Marques Vasconcelos de |
dc.subject.por.fl_str_mv |
Enem New High School Mathematics teaching. Enem Nueva Escuela Secundaria Enseñanza de las matemáticas. Enem Novo Ensino Médio Ensino de matemática. |
topic |
Enem New High School Mathematics teaching. Enem Nueva Escuela Secundaria Enseñanza de las matemáticas. Enem Novo Ensino Médio Ensino de matemática. |
description |
The article presents an analysis of the Enem editions carried out from 2012 to 2021, whose objective was to verify the level of coverage of the contents related to the area of Mathematics and its Technologies in relation to the High School curriculum, examining if the contents covered have been sufficient to evaluate the teaching of mathematics in this teaching modality. The qualitative research investigated official documents of Basic Education and the consolidated academic productions (articles and dissertations), as well as the analysis of the Enem exams and didactic collections approved by the National Program of Books and Didactic Materials. The results indicate that the contents of High School are rarely covered and the distribution of questions does not occur homogeneously among the contents evaluated. Thus, it is suggested that the number of questions corresponding to the final three years of Basic Education be expanded, including new content in the Enem Matrix. Another relevant action would be the distribution of problem-situations more evenly among the objects of knowledge and expansion of the evaluation of the scarcer contents. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-26 |
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://rsdjournal.org/index.php/rsd/article/view/31168 10.33448/rsd-v11i8.31168 |
url |
https://rsdjournal.org/index.php/rsd/article/view/31168 |
identifier_str_mv |
10.33448/rsd-v11i8.31168 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/31168/26714 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 8; e47711831168 Research, Society and Development; Vol. 11 Núm. 8; e47711831168 Research, Society and Development; v. 11 n. 8; e47711831168 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052767913639936 |