<?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>S0103-68312024000100102</article-id>
<article-id pub-id-type="doi">10.18222/eae.v35.11027</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[UMA ANÁLISE DAS QUESTÕES DE MATEMÁTICA DA PROVA PARANÁ 2023]]></article-title>
<article-title xml:lang="es"><![CDATA[UN ANÁLISIS DE LAS PREGUNTAS DE MATEMÁTICAS DE LA PRUEBA DE PARANÁ 2023]]></article-title>
<article-title xml:lang="en"><![CDATA[AN ANALYSIS OF THE MATHEMATICS QUESTIONS IN THE PARANÁ 2023 TEST]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[GABRIEL DOS SANTOS E]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ROCHA]]></surname>
<given-names><![CDATA[FERNANDA BOA SORTE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GARDIN]]></surname>
<given-names><![CDATA[FRANCIELLE SILVA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>35</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312024000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312024000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312024000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo, tem-se por objetivo analisar as questões presentes nas três edições da Prova Paraná aplicadas no ano letivo de 2023. Para tanto, foram inventariadas as provas cujos arquivos estavam disponíveis eletronicamente, com exceção da prova da 2ª edição do 8º ano, e categorizaram-se as questões de acordo com seu nível de demanda cognitiva (reprodução, conexão ou reflexão), seu tipo de contexto (real, realista, puramente matemático ou fantasioso) e sua ordem do contexto (bare problem, ordem zero, primeira ordem, segunda ordem ou terceira ordem). Observaram-se uma predominância de questões de baixa demanda cognitiva, falta de questões de reflexão, limitações nos tipos de contexto, predomínio de questões de primeira ordem e falhas na abordagem da prova como diagnóstico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo analizar las preguntas presentes en las tres ediciones de la Prueba de Paraná aplicadas en el año académico de 2023. Para ello, se inventariaron las pruebas cuyos archivos estaban disponibles electrónicamente, con excepción de la prueba de la 2ª edición del 8° año, y las preguntas se categorizaron de acuerdo con su nivel de demanda cognitiva (reproducción, conexión o reflexión), su tipo de contexto (real, realista, puramente matemático o fantástico) y su orden de contexto (bare problem, orden cero, primer orden, segundo orden o tercer orden). Se observó un predominio de preguntas con baja demanda cognitiva, falta de preguntas de reflexión, limitaciones en los tipos de contexto, predominio de preguntas de primer orden y fallas en el abordaje del test como diagnóstico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to analyze the questions in the three editions of the Paraná Test administered in the 2023 school year. To this end, the tests for which files were available electronically were reviewed, except for the 2nd edition of the 8th grade test. The questions were categorized according to their level of cognitive demand (reproduction, connection or reflection), their type of context (real, realistic, purely mathematical or fictitious) and their order of context (bare problem, zero order, first order, second order or third order). We observed a predominance of questions with low cognitive demand, a lack of reflection questions, limitations in the types of context, a predominance of first-order questions and flaws in using the test as a diagnostic approach.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ENSINO DE MATEMÁTICA]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO EXTERNA DOS ALUNOS]]></kwd>
<kwd lng="pt"><![CDATA[ANÁLISE DE QUESTÕES.]]></kwd>
<kwd lng="es"><![CDATA[ENSEÑANZA DE LAS MATEMÁTICAS]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN EXTERNA DE ESTUDIANTES]]></kwd>
<kwd lng="es"><![CDATA[ANÁLISIS DE PREGUNTAS.]]></kwd>
<kwd lng="en"><![CDATA[MATHEMATICS EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[EXTERNAL ASSESSMENT OF STUDENTS]]></kwd>
<kwd lng="en"><![CDATA[QUESTION ANALYSIS.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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