2026-10-272026-10-272026CARVALHO JÚNIOR, Augusto Lacerda Lopes de. Um estudo dos efeitos da resolução sistemática de questões matemáticas do tipo prova saeb sobre o desempenho discente do ensino fundamental de uma escola pública de Igarapé-Açu-Pa. Orientador: Pedro Franco de Sá. 2026. 371 f. Tese (Doutorado em Educação) – Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/393Abertoresolução sistemática de questão - matemáticaAvaliação de discente - ensino fundamentalProva saebsystematic problem-solving - mathematicsStudent assessment - elementary educationSAEB testTeseCiências Humanas::EducaçãoCiências Exatas e da Terra::MatemáticaCiências Humanas::Educação::Ensino-AprendizagemThis study presents findings from research that investigated the effects of systematic practice in solving Saeb-style mathematics items on the performance of elementary and middle school students in national large-scale assessments. The overarching objective was to analyze the potential effects of systematically solving Saeb-style mathematics questions on student performance in national standardized assessments. Consequently, this study addresses the following research question: How does systematic practice in solving Saeb-style mathematics items influence the performance of elementary and middle school students in this large-scale assessment? It argues the thesis that students' systematic practice in solving Saeb-style mathematics questions yields a statistically significant increase in the percentage of correct answers in national large-scale assessments; however, its effectiveness depends on ensuring the teaching of the mathematical content established in the Saeb Mathematics Reference Framework. Methodologically, the research was designed as an experimental field study using a convergent mixed-methods approach grounded in Didactic Engineering, as formulated by Michèle Artigue. The study was conducted in a state public school located in the urban area of the municipality of Igarapé-Açu, Pará, Brazil, involving 5th- and 9th-grade students. The experimental intervention consisted of the systematic administration of mock mathematics test booklets, structured progressively according to Saeb proficiency levels, accompanied by collective review and discussion sessions of the solutions, without altering the instructional methodology adopted by the classroom teacher. The results indicate that the systematic practice of solving Saeb-style mathematics items produces a statistically significant increase in participants' post-test scores compared to pre-test baseline performance. It was observed that this practice fostered skills related to test-format familiarity, optimization of answer sheet completion, reduction of procedural errors, and greater accuracy in response transcription. Positive effects were also identified regarding student engagement and effort across the study sessions. Furthermore, the introduction of items with higher cognitive complexity initially caused a dip in participant performance, followed by progressive recovery as systematic practice continued. The impact of the intervention was not uniform across all evaluated skills, proving to be more pronounced for competencies already understood by the participants and less marked for those associated with previously uninstructed content. These findings demonstrate that systematic practice serves as an important pedagogical tool for consolidating learning, enhancing student performance when articulated with structured curricular instruction. The results corroborate the defended thesis, supporting the conclusion that the systematic practice of solving Saeb-style mathematics items constitutes a pedagogically effective strategy that produces statistically significant gains in student performance on large-scale assessments. Nonetheless, its efficacy is contingent upon the delivery of the mathematical content outlined in the Saeb Mathematics Reference Framework, underscoring the critical need for alignment between the enacted school curriculum and the competencies assessed by national large-scale evaluation systems.PPGED - Saberes culturais e educação na Amazônia