Eficácia Docente: Um Estudo Com Professores De Matemática Da Rede Estadual De São Paulo

Abstract

This study aimed to profile good mathematics teachers in state schools in São Paulo and identify associations between different profiles of teachers and different management features and specific classroom practices of mathematics teaching with student performance. Therefore, this study presents and analyzes the profile and characteristics related to language, structure, manage the classroom and interact with students of 53 teachers considered effective by Good Teaching Practices in Mathematics Project and who responded to the Teacher Questionnaire developed exclusively for this research, in addition to the socioeconomic characteristics of the students, the average math proficiency in SARESP 2011 the classes of 7th and 9th grade of Elementary School and 3rd grade of High School 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. The study also presents a comparison of some characteristics of teachers of the project with those of their peers in the state system and also the design of statistical models that aimed to determine which factors were significant for student learning in High School of these teachers. Analyzing the data obtained, it was observed in the three series that many teachers had one or two classes with higher average and other classes with not so outstanding results and even below the overall average of SARESP 2011, ie, the fact that a teacher be effective in a series or class does not guarantee it to be so in another. Even so, there were few cases in which the averages of the classes of the teachers in this study were superior achieved by the students of other teachers in the same school. Among the results of this research is emphasized that socioeconomic status had little influence on student performance and those aspects related to the management class are important as to have a strong impact on the performance of these students. The structure of classroom teachers studied did not differ much from the traditional teaching, primarily supported by the use of the voice and the PUC-Rio-Certificação Digital Nº 1011751/CA