MATEMÁTICA NO ENSINO MÉDIO, CONCEITOS, LEGISLAÇÃO E INSTRUMENTOS DE APOIO PARA APRENDIZAGEM: O CASO DO INSTITUTO FEDERAL GOIANO, CÂMPUS TRINDADE.

Abstract

In Brazil, Mathematics presents itself as a challenge in several educational institutions. According to the references of the last International Program of Student Assessment - PISA, in 2015, Brazil ranked 66th in Mathematics. Thus, in addition to showing a performance decrease compared to the previous year, the country is among the last placed. Due to the difficulties found in the relationship between teaching and learning, this work is justified because it is an effort to critically reflect on the existing content in the Mathematics curriculum. In this way, the general objective is to relate concepts and legislation to the teaching of Mathematics, and the coherence between the Teaching Plan and the demands of the students of the Federal Institute of Goiás, Trindade campus.This research considers that, in addition to the book, there are more didactic resources that can support improvements in the performance of the students, because when another pedagogical tool is used, it is possible to observe that knowledge is constructed in a non-linear way, with errors and correctness, and this idea can be transformative for students, as they will know that difficulties and challenges are for everyone and are part of the learning process. The bibliographical and normative research allows to see the priorities defined by the State and, by the institutions, therefore, it is known that the curricula can and should be constructed also in function of local and regional questions. To do so, an analysis of the programs and Teaching Plans of the Mathematics discipline at the High School level, of the Federal Goiano Institute, Trindade campus, focusing in particular on the pedagogical tools used by teachers. The High School of the Federal Institute of Goiás, Trindade campus, was defined based on the availability and access to data and to the students, for the development of the research. Data on the teaching of Mathematics were collected to verify how the activities are developed and the degree of the students satisfaction. After analyzing the pertinent documentation, the students received questionnaires to evaluate how their relationship is between teaching and learning mathematics, and what support instruments could be considered interesting to improve this relationship.