SUCCESSFUL PEDAGOGICAL PRACTICES IN MATHEMATICS: CONTRIBUTIONS OF PEDAGOGICAL PLANNING

Abstract

This article stems from a doctoral thesis that is methodologically characterized as qualitative research of the case study type. Its theoretical foundation is based on: successful pedagogical practices, pedagogical planning, and learning assessment within the discipline of Mathematics in secondary education at CETI Augustinho Brandão, in Cocal dos Alves-Piauí. This section addresses the following research question: how does pedagogical planning contribute to the development of successful pedagogical practices in Mathematics in secondary education? It aims to analyze how pedagogical planning contributes to the construction of successful pedagogical practices in Mathematics in secondary education. It uses narrative interviews with teachers and administrators for data collection. For the analytical procedure, it employs the technique of comprehensive-interpretative data analysis (Sousa, 2014). It concludes that the success of pedagogical practices requires, preliminarily, the presence of careful pedagogical planning that guides and supports the implementation of teaching actions, based on information provided by learning assessment, promoting successful mathematics learning for high school students at the aforementioned institution.