A relação entre conhecimento matemático, permanência dos professores na escola e o aprendizado dos alunos do 9º ano do ensino fundamental de Minas Gerais

Abstract

The objective of this research was to verify the relationship between the regularity of the institutional bond of all the teachers of the school, their mathematical knowledge and the learning in mathematics of the students of the 9th year of Elementary School in public schools in Minas Gerais. The research on school effectiveness carried out in Brazil has not analyzed, due to lack of data, the characteristics of the faculty of the school, a limitation that this work helps to fill. The possibility of using the mathematical knowledge of the teachers appeared when the results of the Exame Nacional de Acesso (ENA) of Profmat Mestrado Profissional em Matemática em Rede Nacional. A large number of teachers applied for the program and thus it was possible to verify the presence of these teachers in the schools whose students took the Prova Brasil in 2015. To verify the relationship proposed in this study were used public databases banks of the Prova Brasil 2015 and Sociedade Brasileira de Matemática (SBM) for the years 2013, 2014 and 2015. In order to measure Teaching Regularity, an indicator calculated by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) was used based on the Censo Escolar for the year 2015. We use as hierarchical linear model (HLM) methodology. The results obtained in this study demonstrate a positive relation between the mathematical knowledge, the regularity of the teaching and the students learning. This relation is greater the higher the result obtained in the ENA by the set of mathematics teachers of the school. In relation to teacher regularity, it was verified that the greater the regularity, the greater the Students learning. This research demonstrates the importance of the implementation of public policies that encourage the teacher to remain in school, as well as the adoption of policies of continuous training that contribute to the increase of the teachers disciplinary knowledge.