National High School Exam: how to use in teaching planning

Abstract

The aim of this article is to analyze the Mathematics tests and their National High School Examination Technologies (Enem), carried out in the years 2016 and 2017, classifying them in their respective competences according to the reference matrix of Mathematics and their Technologies. We sought technological resources that could be included in the didactic planning of Mathematics teachers to solve the Enem's questions. These resources can be explored in a perspective that allows the protagonism of students, allowing them to draw conclusions and broaden their perception in relation to mathematics, developing mathematical thinking more dynamically. The contents that were considered in the tests in 2016 and 2017 were: Geometry and Space, Percentage, Rule of three, Interpretation of graphs or tables to solve or make inferences, Statistics, Variation of quantities (directly or inversely), Logical Reasoning, Analysis Combinatorial, Functions, Probability, Logarithm, Arithmetic Progression, Reason, Scale and Unit Conversion and Financial Mathematics. When solving the questions of functions it can be observed that the incorporation of GeoGebra software can be a dynamic resource for the sketch of graphs, transformations of functions and analysis of the same of the same ones. In the contents of Plane and Spatial Geometry the software was used for visualization and comprehension of areas, volumes and planning.