Funções executivas e redução de carga cognitiva extrínseca em questões de matemática do ENEM: um estudo em uma turma de ensino médio

Abstract

The study aimed to investigate the mobilization of Executive Functions (EF)—Working Memory, Cognitive Flexibility, and Inhibitory Control—in the individual solving of questions from the National High School Examination (ENEM) involving first-degree polynomial functions, analyzing how different levels of cognitive load influence the performance of 22 students in the 2nd year of high school during the year 2024. By articulating Sweller’s Cognitive Load Theory (CLT) with the EF model proposed by Miyake et al. (2000), the study sought to understand possible implications of this relationship for mathematics learning. To this end, two instruments were used, each composed of questions in an original version, with full cognitive load, and a reduced version, with lower extraneous load, totaling five items in each instrument, organized in an alternating manner. Data collection took place in three stages: individual problem solving, small-group discussions, and whole-class discussion, with analysis of both the written productions and the audio recordings of these sessions. The results indicated that the three Executive Functions were mobilized in distinct ways, especially in tasks that required information filtering, reorganization of the problem statement, or a change of strategy. They also showed that reducing extraneous load does not alter the mathematical strategies used, but facilitates student engagement, reduces Working Memory overload, and promotes progress in solutions that, in the original version, were abandoned or completed incompletely. It was also observed that difficulties related to intrinsic cognitive load persisted even after textual simplification, indicating that certain challenges depend on conceptual mastery. As an outcome of the investigation, the educational product Student Cognition in Teaching: Executive Functions and Cognitive Load was developed. This product systematizes the methodological process of the research, presents theoretical foundations on EF and CLT, and offers practical guidelines for Basic Education teachers, demonstrating potential for use in assessment planning and in monitoring students’ cognitive processes. The results reinforce the importance of considering the interaction between EF and CLT in mathematics teaching, especially in the design of tasks that are more accessible and sensitive to learners' cognitive demands.