Eficácia docente no ensino da matemática

Abstract

This study presents and analyzes the profile and characteristics related to the language, structure, class management and interaction with students of 53 teachers in state schools in São Paulo considered as effective by the Good Teaching Practices in Mathematics Project and who responded to the Teacher Questionnaire exclusively developed for this research. In addition, it presents the socioeconomic characteristics of the students, the average math proficiency in SARESP 2011 of the classes of 7th and 9th grade of Elementary School and 3rd grade of High School of these teachers and their comparison with the average of the other classes of the school where they teach, and also with general averages of the state in the same issue of this review. Analyzing the data, it was observed that the fact that a teacher is effective in a series or class does not guarantee it to be so in another. A result stands out of the general results of this research: even in a small, selected group of classes, the socioeconomic level of the teacher and the class management in terms of the disciplinary climate of the classroom made a difference in student performance.