Impressions and difficulties of high school students: a diagnosis of the teaching and learning of probability
DOI:
https://doi.org/10.23925/1983-3156.2026.v28.e65370Keywords:
Mathematics education, Probability, Teaching diagnosisAbstract
This study presents the results of a diagnostic investigation on the teaching and learning of Probability conducted with high school students from a public school in the state of Pará, Brazil. The research sought to answer the following question: what are high school students’ impressions and difficulties regarding the teaching of Probability? The objective was to diagnose students’ difficulties in learning this content and to analyze their perceptions of the teaching process. This is a descriptive study with a quantitative approach and interpretative support, carried out in May 2023 through the application of a questionnaire and a learning assessment test to 84 third-year high school students from the state public school system in Santarém–PA. Data were organized into graphs and tables, allowing the identification of performance and perception patterns. The results revealed conceptual weaknesses in Probability, particularly in identifying the sample space, interpreting events, and articulating theory with problem situations. A significant portion of students considered the content difficult or moderately difficult and demonstrated low performance on the assessment test. The findings suggest a predominance of procedural teaching approaches, with limited emphasis on conceptual understanding. This study contributes to broadening the understanding of Probability teaching in a specific regional context, offering insights for reflection within the field of Mathematics Education.
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Copyright (c) 2026 Mariana Mourão Omena, Acylena Coelho Costa, Maria de Lourdes Silva Santos, Ana Kely Martins da Silva
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