Intraschool Inequalities and Teaching Practices in Mathematics Teaching

Abstract

The article "Intraschool Inequalities and Teaching Practices in Mathematics Teaching" investigates how pedagogical practices and the organization of Teaching Work Plans (PTDs) impact educational inequalities in mathematics teaching, focusing on the 7th year of the state network in Paraná. Using content analysis (BARDIN, 2009) of 10 PTDs, the research identifies a predominance of traditional teaching methods, such as expository classes, with limited inclusion of individualized strategies and technological resources. The analysis reveals that the consideration of students' prior knowledge and the use of problem situations are practices adopted inconsistently, which can perpetuate intra-school inequalities. The study concludes that to promote a more equitable education, it is essential to adopt pedagogical practices that take into account the different realities of students and value different strategies. Continuous teacher training and the development of public policies that encourage inclusive and innovative pedagogical practices are recommended.