ANALYSIS AND REDESIGN OF MATHEMATICAL TASKS IN THE SAEB: LEARNING AND LIMITATIONS IN LIGHT OF THE CRITERIA OF DIDACTIC SUITABILITY

Abstract

The article discusses a formative experience developed with public school Mathematics teachers, based on the Cycle of Study and Task Design (CEDT) and the Criteria of Didactic Suitability (CDS). The research, using a qualitative and collaborative approach, aimed to identify the criteria considered by teachers when analyzing and redesigning Mathematics tasks from the SAEB Assessment and internal school practice tests - specifically from the Space and Form axis - and to verify indications of expansion in their didactic-mathematical knowledge. The analyses revealed progress in recognizing the epistemic, cognitive, and mediational dimensions, evidencing greater awareness about the clarity, relevance, and contextualization of tasks. However, limitations also emerged in the appropriation of CDS, especially in the interactional, emotional, and ecological dimensions, as well as difficulties in proposing more challenging tasks. The results indicate that collaborative work and the use of CEDT foster critical reflection and teacher professional development, reaffirming the importance of training programs that integrate theory, practice, and real teaching conditions.