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The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC

Artigo2021

Gilsimar Francisco de Souza ORCID; Paulo Tadeu Campos Lopes ORCID

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Resumo

Background: The curricular structure of Brazilian basic education has changed in recent years. With the promulgation of the National Common Curricular Base (BNCC) for elementary and high school education, there is a need to change the curricula of state and municipal networks, which takes place precisely with the actual implementation in schools. Objective: To understand the view of mathematics teachers on capacity and knowledge they must have for the effective application of the BNCC in the classroom considering all the requirements, especially the skills and competencies that contemplate the curricular base. Design: Applied work, with quantitative bias, as the work presents statistical analyses. Setting and participants: Twenty-four high school mathematics teachers of the state network of the municipality of Itumbiara-GO. Data collection and analysis: Questionnaire applied to mathematics teachers, with percentage and inferential analyses such as Cronbach’s Alpha and correlation test. Results: The teachers believe that they know well the specific competencies and skills required in mathematics and its technologies, but they do not know well other areas of the BNCC and feel very insecure about applying these concepts in class. Conclusions: We noticed that the teachers play a fundamental role in implementing the BNCC in schools successfully, requiring pedagogical support such as formative courses and teaching materials to help correct the knowledge gaps they have for that task.

Dados da obra

Tipo
Artigo
Periódico
Acta Scientiae, v. 23, n. 6, p. 93-120
Ano
2021 (2021-11-18)
Idioma
en
Palavras-chave
National Common Curricular Base (BNCC); mathematics teachers; teacher knowledge; teaching practice; curriculum implementation; teacher competence; teacher self-efficacy; high school mathematics; teacher professional development; Itumbiara
Temas
Currículo, Formação de Professores de Matemática, Práticas Pedagógicas
DOI
10.17648/acta.scientiae.6839
ISSN
1517-4492, 2178-7727
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SOUZA, Gilsimar Francisco de; LOPES, Paulo Tadeu Campos. The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC. Acta Scientiae, v. 23, n. 6, p. 93-120, 2021. DOI: https://doi.org/10.17648/acta.scientiae.6839.

APA

Souza, G. F. d., & Lopes, P. T. C. (2021). The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC. Acta Scientiae, 23(6), 93-120. https://doi.org/10.17648/acta.scientiae.6839

BibTeX
@article{souza2021,
  author = {Souza, Gilsimar Francisco de and Lopes, Paulo Tadeu Campos},
  title = {The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC},
  year = {2021},
  journal = {Acta Scientiae},
  volume = {23},
  number = {6},
  pages = {93-120},
  doi = {10.17648/acta.scientiae.6839},
  language = {en}
}
RIS
TY  - JOUR
AU  - Souza, Gilsimar Francisco de
AU  - Lopes, Paulo Tadeu Campos
TI  - The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC
PY  - 2021
JO  - Acta Scientiae
VL  - 23
IS  - 6
SP  - 93
EP  - 120
DO  - 10.17648/acta.scientiae.6839
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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