O exame nacional do ensino médio (ENEM) e a abordagem dada à prova de matemática e suas tecnologias.

Abstract

In this paper, in the first chapter we highlight how ENEM gained importance in the lives of Brazilians, the use of IRT in calculating the exam grade and Mathematics as one of the only areas of knowledge of ENEM that has a unique proof of 45 questions. multiple choice that address their content. In the second chapter, we seek to make a general survey of the evolution of the National High School Exam (ENEM)since its creation in 1998, highlighting the new features that were added to the exam and the content required in the proof, of agreement reference matrix disclosed by the Ministry of Education, with emphasis on competences, skills and knowledge objects in the area of Mathematics and its Technologies. In the third chapter, we present a comparison between the Item Response Theory (TRI) and the Classical Test Theory (TCT); In addition, we highlight how the use of TRI in ENEM, since 2009, it has been crucial to draw interesting and well-founded conclusions about the performance of Brazilian high school students and graduates over time. In the fourth chapter, we highlight the importance of mathematics in our life and the approach taken by mathematics in Enem. In the fifth chapter, statistical data were presented on the contents charged in the Mathematics and its Technologies exam in the exam from 2009 to 2018. In the sixth chapter, we tried to further highlight the IRT and presented tables that reinforce the argument of the importance of Mathematics. ENEM in the candidate’s note. In the seventh chapter we made the final considerations of this work and in the eighth chapter we presented the bibliographical references that helped us in the development of this work.