Os impactos do sistema estruturado de ensino do Estado do Mato Grosso no novo ensino médio : uma análise das avaliações de matemática utilizando a Teoria de Resposta ao Item (TRI)
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2024-08-24
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Amaral, Nerci Valter
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The reform of secondary education in Brazil brought new guidelines for education, focusing on curricular flexibility and the comprehensive training of students. In the state of Mato Grosso, the implementation of these changes presents challenges and opportunities, especially in Mathematics assessments. This summary discusses the application of Item Response Theory (IRT) as a methodology to improve the quality of these assessments and, consequently, teaching. IRT is a powerful tool in assessment analysis, allowing detailed understanding of the interaction between test items and student skills. By applying IRT to Mathematics assessments, it is possible to accurately estimate essential parameters such as item difficulty, discrimination and the chance of a correct answer. These estimates help identify which items are most effective in measuring student skills and which need to be revised or eliminated. Using IRT in Excel spreadsheets provides an accessible and practical analysis for educators. With this approach, student performance data can be organized, analyzed and visualized clearly, making it easier to identify areas for improvement and personalize teaching. Among the benefits observed with the application of IRT in Mathematics assessments are the improvement in the accuracy of assessments, the identification of learning gaps and the adaptation of teaching strategies to meet the individual needs of students. Additionally, TRI promotes equitable analysis, helping to reduce performance disparities between different groups of students. However, the successful implementation of IRT requires investments in teacher training, infrastructure and technological resources. School units need adequate support to develop and apply teaching materials that consider the cultural and social specificities of students, especially those from indigenous and quilombola communities. In conclusion, the application of IRT in High School Mathematics assessments in the state network of Mato Grosso has the potential to increase the quality of teaching and promote fairer and more effective education. To achieve these objectives, a coordinated effort is essential that involves inclusive educational policies, ongoing teacher training and investments in infrastructure and educational technology.
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AMARAL, Nerci Valter. Os impactos do sistema estruturado de ensino do Estado do Mato Grosso no novo ensino médio: uma análise das avaliações de matemática utilizando a Teoria de Resposta ao Item (TRI). 2024. 79 f. Dissertação (Mestrado Profissional em Matemática em Rede Nacional) - Universidade Federal de Rondonópolis, Instituto de Ciências Exatas e Naturais, Rondonópolis, 2024.