Avaliações diagnósticas de matemática no 9° ano do ensino fundamental: resultados analisados à luz da teoria histórico- cultural

Abstract

The diagnostic assessment in Mathematics is constituted as a crucial pedagogical resource, enabling the understanding of students' learning levels and assisting teachers in organizing effective teaching strategies. In this sense, the theme of this research focuses on the contributions derived from the results of the 9th grade elementary school Mathematics diagnostic assessment within the Municipal Network of Fortaleza (RMF). These evaluations provide subsidies to identify the students' Level of Real Development (NDR) and the Zone of Proximal Development (ZDP), in line with the principles of Vygotsky's Historical-Cultural Theory (2011), thereby contributing to the consolidation of established student skills and competencies. The following research problem was thus formulated: How can the results of the Fortaleza Municipal Network diagnostic assessments (ADRs) for the 9th grade of elementary school be analyzed in light of the Historical-Cultural Theory? The research adopted a qualitative, documentary approach, grounded in Bardin's (2011) content analysis method. A bibliographic survey was conducted in the Capes, BDTD, and SciELO databases, along with a documentary analysis of the 2024 ADRs and a comparative study of the evaluated descriptors. The research locus was a municipal school in Fortaleza. The results indicated lower performance in descriptors related to Algebra and Geometry, while those concerning Numerical Operations presented better achievement. It was also verified that teachers who align their practices with the principles of the Common National Curricular Base (BNCC) and Vygotsky's mediation (2011) are able to develop more effective proposals for overcoming the diagnosed difficulties. It is concluded, therefore, that the ADRs constitute valuable tools for 9th-grade Mathematics teaching, allowing for a diagnostic analysis that is favorable to understanding the learning process from the historical-cultural perspective.