Geometry descriptors with low assertiveness in the 2015 to 2023 editions of the Minas Gerais (Brazil) external assessment.
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| Title: | Geometry descriptors with low assertiveness in the 2015 to 2023 editions of the Minas Gerais (Brazil) external assessment. |
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| Alternate Title: | Descriptores de Geometría con baja asertividad en las ediciones de evaluación externa de Minas Gerais (Brasil) de 2015 a 2023. Descritores de Geometria com baixa assertividade nas edições da avaliação externa mineira de 2015 a 2023. |
| Authors: | Rodrigues Junior, José Carlos1 josecarlosfacic@gmail.com, Januario, Gilberto2 gilberto.januario@unimontes.br, Costa, Felipe de Almeida3 felipeeticetera@gmail.com |
| Source: | Educação Matemática Debate. Aug2025, Vol. 9 Issue 18, p1-19. 19p. |
| Subject Terms: | *Educational evaluation, *Curriculum, *Mathematics education (Elementary), *Mathematics education (Middle school), Mathematics, Statistical accuracy |
| Geographic Terms: | Minas Gerais (Brazil), Brazil |
| Abstract (English): | The study aimed to problematize descriptors related to Numbers and Geometry, assessed jointly in the 2015 to 2023 editions of the Proeb. The assessment is positioned as a dimension of the curriculum, focusing on the assertiveness results of the 5th grade of Elementary School, 9th grade of Middle School and the 3rd grade of High School in Minas Gerais, Brazil. Data collection took place via access to spreadsheets with student results from the Minas Gerais Educational Assessment Portal. We considered the average assertiveness results per descriptor with the lowest assertiveness results. Analysis of common descriptors indicates an expected progression in complexity, and that skills considered complex in the 5th grade become structuring in the 9th grade and essential in the 3rd grade. It also indicates that the transition between cycles has not guaranteed the deepening of these skills, generating a cumulative effect of gaps. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El estudio tuvo como objetivo problematizar los descriptores relacionados con los Números y la Geometría, evaluados conjuntamente en las ediciones 2015 a 2023 del Proeb. La evaluación se posiciona como una dimensión del currículo, con foco en los resultados de asertividad de los grados 5 y 9 de Primaria y el 3er grado de Secundaria en Minas Gerais, Brasil. La recolección de datos se realizó mediante el acceso a hojas de cálculo con resultados de los estudiantes del Portal de Evaluación Educativa de Minas Gerais. Se consideraron los resultados promedio de asertividad por descriptor con los resultados de asertividad más bajos. El análisis de descriptores comunes indica una progresión esperada en la complejidad, y que las habilidades consideradas complejas en el 5° grado se vuelven estructurantes en el 9° grado y esenciales en el 3er grado. También indica que la transición entre ciclos no ha garantizado la profundización de estas habilidades, generando un efecto acumulativo de lagunas. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O estudo objetivou problematizar descritores relativos a Números e Geometria, avaliados conjuntamente nas edições de 2015 a 2023 do Proeb. A avaliação é posicionada como dimensão do currículo, focalizando os resultados de assertividade do 5° e 9° anos do Ensino Fundamental e do 3° ano do Ensino Médio de Minas Gerais. A coleta dos dados ocorreu via aceso às planilhas com os resultados de estudantes Portal das Avaliações Educacionais de Minas Gerais. Consideramos os resultados médios de assertividade por descritor com os resultados mais baixos de assertividade. A análise dos descritores comuns indica haver uma progressão esperada de complexidade, e que habilidades consideradas complexas no 5° ano tornam-se estruturantes no 9° ano e essenciais no 3° ano. Indica, ainda, que a transição entre os ciclos não tem garantido o aprofundamento dessas habilidades, gerando um efeito cumulativo de defasagens. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The study aimed to problematize descriptors related to Numbers and Geometry, assessed jointly in the 2015 to 2023 editions of the Proeb. The assessment is positioned as a dimension of the curriculum, focusing on the assertiveness results of the 5th grade of Elementary School, 9th grade of Middle School and the 3rd grade of High School in Minas Gerais, Brazil. Data collection took place via access to spreadsheets with student results from the Minas Gerais Educational Assessment Portal. We considered the average assertiveness results per descriptor with the lowest assertiveness results. Analysis of common descriptors indicates an expected progression in complexity, and that skills considered complex in the 5th grade become structuring in the 9th grade and essential in the 3rd grade. It also indicates that the transition between cycles has not guaranteed the deepening of these skills, generating a cumulative effect of gaps. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 25266136 |
| DOI: | 10.46551/emd.v9n18a19 |
