Da avaliação à construção de uma proposta de formação docente em porcentagem com base em resultados da prova Paraná

Abstract

This dissertation examines how the results of the Prova Paraná can support proposals for continuing teacher education, focusing on the teaching of percentages. The study addresses the low performance in Descriptor D16, which involves solving percentage problems, highlighting the need for more contextualized training initiatives. A qualitative approach was adopted, combining an analysis of the 2023 assessment data with a literature review on mathematics teaching, large-scale assessment, and the Theory of Meaningful Learning. Based on these foundations, a continuing education course was developed for public school teachers, structured into four modules that incorporate subsumers, progressive differentiation, Concept Maps, and Gowin’s V Diagram. The educational product aims to equip teachers to critically interpret assessment reports and design more meaningful pedagogical strategies, fostering the overcoming of learning difficulties in percentages and improving student performance. The research reinforces the importance of diagnostic evaluation and ongoing teacher training as essential tools for strengthening the quality of mathematics education.