<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312023000100102</article-id>
<article-id pub-id-type="doi">10.18222/eae.v34.9044</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[LETRAMENTO EM MATEMÁTICA DOS ALUNOS BRASILEIROS DO 2o ANO DO ENSINO FUNDAMENTAL]]></article-title>
<article-title xml:lang="es"><![CDATA[ALFABETIZACIÓN EN MATEMÁTICAS DE LOS ESTUDIANTES BRASILEÑOS DEL 2º AÑO DE LA EDUCACIÓN BÁSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[MATHEMATICAL LITERACY OF BRAZILIAN 2ND GRADE STUDENTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NUNES]]></surname>
<given-names><![CDATA[STELLA MARIS LEMOS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALVES]]></surname>
<given-names><![CDATA[MARIA TERESA GONZAGA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal dos Vales do Jequitinhonha e Mucuri  ]]></institution>
<addr-line><![CDATA[Diamantina MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>34</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312023000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312023000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312023000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo analisa o modo como o Sistema de Avaliação da Educação Básica (Saeb) do 2o ano do ensino fundamental avaliou o componente matemática em 2019 a partir da adoção da Base Nacional Curricular Comum. Para isso, discutimos o conceito de letramento matemático e analisamos o alinhamento entre a matriz de referência do Saeb com sua escala de proficiência e os resultados dos alunos. Encontramos lacunas no teste em relação a algumas habilidades da matriz de referência que impedem uma avaliação mais completa do letramento matemático. Mostramos que há uma porcentagem alta de alunos nos níveis mais baixos da escala de proficiência, mas não existe uma interpretação pedagógica dessa escala que permita avaliar a partir de qual nível o letramento matemático pode ser considerado adequado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo analiza el modo en el que el Sistema de Avaliação da Educação Básica [Sistema de Evaluación de Educación Básica] (Saeb), que corresponde al 2o año de la educación básica, evaluó el componente matemáticas en 2019 desde que se adoptó la Base Nacional Curricular Común. Para ello, discutimos el concepto de letramiento matemático y analizamos la alineación entre la matriz de referencia de Saeb con su escala de competencia y los resultados de los alumnos. Encontramos lagunas en la prueba y en lo que se refiere a algunas habilidades de la matriz de referencia que impiden una evaluación más completa del letramiento matemático. Mostramos que hay un alto porcentaje de estudiantes en los más bajos niveles de la escala de competencia, pero no existe una interpretación pedagógica de dicha escala que nos permita evaluar el nivel a partir de qué el letramiento matemático se puede considerar adecuado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present article analyzes how the Sistema de Avaliação da Educação Básica [System for the Evaluation of Basic Education] (Saeb), with the 2nd grade of elementary school, evaluated mathematics component in 2019 following the adoption of the Base Nacional Curricular Comum [Common National Curricular Base]. To do this, we discussed the concept of mathematical literacy and analyzed the alignment between SAEB&#8217;s reference matrix with its proficiency scale and students&#8217; results. We found gaps in the test regarding some skills of the reference matrix, that would hinder a more complete evaluation of mathematical literacy. We showed that there is a high percentage of students at the lower levels of the proficiency scale, but there is no pedagogical interpretation of this scale that allows us to assess at what level mathematical literacy can be considered adequate.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[AVALIAÇÃO DA EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO DE MATEMÁTICA]]></kwd>
<kwd lng="pt"><![CDATA[MATRIZES DE REFERÊNCIA]]></kwd>
<kwd lng="pt"><![CDATA[PROFICIÊNCIA]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN EDUCATIVA]]></kwd>
<kwd lng="es"><![CDATA[LETRAMIENTO MATEMÁTICO]]></kwd>
<kwd lng="es"><![CDATA[MATRIZ DE REFERENCIA]]></kwd>
<kwd lng="es"><![CDATA[PROFICIENCIA]]></kwd>
<kwd lng="en"><![CDATA[EDUCATIONAL EVALUATION]]></kwd>
<kwd lng="en"><![CDATA[MATHEMATICAL LITERACY]]></kwd>
<kwd lng="en"><![CDATA[REFERENCE MATRIX]]></kwd>
<kwd lng="en"><![CDATA[PROFICIENCY]]></kwd>
</kwd-group>
</article-meta>
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