Professional and Technological Education and the Teaching of Mathematics: Reflections on Strategies for the Development of Proficiency

Abstract

Mathematics education in Brazilian basic education continues to face persistent challenges, as evidenced by low proficiency rates identified through large-scale assessments. These results compromise the development of student learning and exacerbate educational inequalities. This study aims to contribute to narrowing the learning gaps in Mathematics among first-year students enrolled in the Integrated Secondary Education program at a federal institute in the state of Tocantins. A mixed-methods approach was adopted, integrating the analysis of external assessment data, the application of diagnostic tests, and the investigation of students’ perceptions regarding their educational trajectories. The sample consisted of 68 students, and data were examined using content analysis techniques. Assessment is understood as a continuous process with diagnostic and formative functions, capable of guiding qualified pedagogical interventions. The findings indicate that systematic monitoring of learning, combined with methodologies that promote student agency and an environment of attentive listening, strengthens the Mathematics teaching process. It is concluded that effective teaching occurs when conceptual mastery is integrated with sensitivity to the human dimensions of education, fostering the development of a more equitable, stimulating, and meaningful school environment.