LEARNING IN MATHEMATICS: PEDAGOGICAL ACTIONS TO IMPROVE PERFORMANCE IN EXTERNAL ASSESSMENTS – THE IMPLEMENTATION OF THE SUBJECT OF STUDY GUIDANCE IN MATHEMATICS IN THE SÃO PAULO STATE PUBLIC SCHOOL SYSTEM

Abstract

Brazilian educational indicators illustrate a mathematics education that falls short of acceptable standards, in which basic activities involving mathematical concepts are not carried out adequately. To reverse this problem, public actions have been implemented annually; however, the results are not yet fully satisfactory, requiring new strategies. In the state of São Paulo, several actions have been adopted, and for the 2025 school year, the subject of Mathematics Study Guidance was incorporated into the curriculum of the final years of the cycle in all part-time and full-time schools, with the aim of recovering and replenishing outdated content. In its first year, this subject followed a standard schedule of content and assessments, highlighting the application of two SAEB simulations at different times – at the beginning of each semester. By analyzing and comparing the performance in these two simulated tests in three 3rd-year high school classes from a state school in the municipality of Mogi Mirim-SP, the initial results indicate that the subject "Study Guidance in Mathematics" contributed to raising learning and proficiency levels, establishing itself as a curricular component that should remain in the São Paulo curriculum to strengthen recovery and remediation actions in Mathematics, with a consequent improvement in external assessment scores.

DOI: https://doi.org/10.56238/sevened2026.004-007