A PEDAGOGICAL PROPOSAL TO IMPROVE LEARNING AND SIMAIS RESULTS IN MATHEMATICS
Pedagogical Intervention. Mathematics Teaching. External Evaluation. SIMAIS/RN
The present work is a master's dissertation presented to the Federal University of Rio Grande do Norte, focused on improving the learning and results of SIMAIS in Mathematics at the Monsenhor Joaquim Honório State School. The research proposes a pedagogical intervention based on an integrative learning planning to raise the performance of students in external assessments and rescue interest in Mathematics. Mathematics education faces significant challenges in the current context, where students' motivation and interest are often affected by traditional and outdated teaching methods. The work in question addresses these issues with an innovative pedagogical proposal, aimed at revitalizing the teaching of Mathematics at the Monsenhor Joaquim Honório State School, with a special focus on the results of the Basic Education Evaluation System of Rio Grande do Norte (SIMAIS/RN). The research identifies the need for a pedagogical intervention that goes beyond the standard curriculum, incorporating active learning methodologies to engage students more effectively. The study takes a mixed approach, combining quantitative and qualitative analysis to assess the impact of the strategies implemented. The results discussed reveal a significant increase in the performance of students in SIMAIS/RN evaluations after the implementation of the pedagogical intervention. In addition, there was an increase in students' interest in Mathematics, indicated by greater participation in the proposed activities and positive feedback. The proposed intervention proved to be an effective strategy to improve not only academic results, but also to rescue students' interest in the discipline