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Banca de DEFESA: NIDIA PAULA DA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : NIDIA PAULA DA SILVA
DATE: 25/06/2026
TIME: 08:03
LOCAL: Webconferência
TITLE: -

KEY WORDS:

Mathematics learning difficulties; intellectual and semiotic demands; external assessment; Activity Approach in Psychology; early years.

PAGES: 156
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research takes mathematics performance in the CAEd-CNCA (2024) assessments as its

empirical point of departure, considering the learning outcomes expressed in the correct-answer

percentages of 5th-year elementary school classes, in order to analyze, through the lens of the

Activity Approach in Psychology, the intellectual and semiotic demands of the questions with

low and very low performance. The starting premise is that performance analysis conducted

exclusively on the basis of the evaluative system's analytical instruments — correct-answer

rates, proficiency levels, and curricular skill progression — is insufficient to understand the

nature of the possible learning difficulties evidenced, since it does not capture the intellectual

and semiotic demands that the tasks place on students. The general objective is to analyze the

intellectual and semiotic demands of the CAEd-CNCA (2024) mathematics assessment tasks

with low and very low performance among 5th-year elementary school classes, in light of the

Activity Approach in Psychology, in order to elaborate theoretical interpretive hypotheses

about the possible learning difficulties. Specifically, the study aims to: (i) analyze performance

on the mathematics items of the CAEd-CNCA (2024) Cycle III assessments, identifying those

with low and very low performance indices; (ii) characterize the semiotic demands present in

the low and very low performance tasks, identifying the type of semiotic representation and the

nature of the semiotic activity required in each item, drawing on Sálmina's Psychosemiotics;

(iii) distinguish and discuss the intellectual nature of the low and very low performance tasks,

identifying whether they constitute exercises or problems, and relating these demands to the

observed performance as indicators of possible mathematics learning difficulties in the early

school years; and (iv) elaborate theoretical interpretive hypotheses about the possible

mathematics learning difficulties in the early school years, based on the intersection between

the intellectual and semiotic demands of the analyzed tasks and the observed pattern of low and

very low performance. This is a qualitative, documentary study that draws on the data made

available by CAEd-CNCA (2024) regarding the Cycle III assessments applied in the municipal

school network of São José de Mipibu/RN as its corpus. The theoretical framework is grounded

in the studies of the Galperin School, particularly Galperin, Talyzina, Leontiev, Vygotsky, and

Sálmina, which underpin the analysis of the intellectual and semiotic demands objectified in

the structure of the assessment tasks. The Activity Approach in Psychology, a theoretical

system of broad explanatory scope, provides analytical categories that make it possible to elaborate theoretical interpretive hypotheses about the nature of the possible learning

difficulties that the evaluative system's instruments alone cannot produce.

COMMITTEE MEMBERS:
Presidente - 2298026 - ISAURO BELTRAN NUNEZ
Interna - ***.047.594-** - BETANIA LEITE RAMALHO - UFRN
Interna - 1131585 - PATRICIA IGNACIO
Externo ao Programa - 1222065 - GUILHERME MENDES TOMAZ DOS SANTOS - UFRNExterna à Instituição - YOLANDA ROSAS RIVERA
Externo à Instituição - MARCUS VINICIUS DE FARIA OLIVEIRA - IFRN
Externa à Instituição - MARIA ALIETE CAVALCANTE BORMANN

Notícia cadastrada em: 18/06/2026 12:01