REFLECTING ON WRITTEN PRODUCTIONS OF FIRST-YEAR HIGH SCHOOL STUDENTS

Abstract

This article presents an analysis of written productions of students enrolled in the first year of high school at a public institution in the state of Paraná. It is interesting to note that the analysis of written production can be understood as an assessment strategy and can be used as a diagnostic assessment in order to identify students' difficulties and guide the teacher's pedagogical planning. Therefore, after theoretical studies on learning assessment and diagnostic assessment, a test was developed and administered consisting of five discursive mathematics questions aimed at understanding the skills developed in the descriptors provided in the Mathematics curriculum matrix of the Prova Brasil for the 9th grade of Elementary School – Final Years, with the aim of analyzing the knowledge production of students about the content covered in the previous school year. From the analysis carried out, it is possible to infer that students developed skills related to the descriptor “Solve problems involving proportional variation, direct or inverse, between quantities” from the Numbers and Operations/Algebra and Functions block and still need opportunities to produce knowledge of the descriptor “Use metric relationships in the right triangle to solve significant problems” from the Space and Shape block.