I loved going for walks with my mother when I was a child and I asked her to give me some math so I could sort it out. For me, it was fun. In sixth year, I had some difficulties and ended up needing private lessons. So, although I enjoyed the discipline, I realized that performance does not always evolve linearly. The important thing is not to let the challenges that arise along the way keep students away from mathematics.
It is a cumulative discipline, and when we lose track, we need support to get back on track and move forward. Not every student, however, has access to private classes. Therefore, it is essential that schools offer reinforcement and monitoring opportunities to those facing difficulties.
In this trajectory, the teacher plays a central role in the training of students. In general, when the class is good or when we create a bond with the teacher, interest in the content increases. The quality of teacher training also makes all the difference.
In this context, the PND (National Teaching Test) represents an advance in the evaluation of education professionals. The exam, carried out by the (Ministry of Education) and the (National Institute of Educational Studies and Research Anísio Teixeira), aims to assist states and municipalities in the teacher selection processes.
The results of the 2025 edition reveal a worrying scenario. Inep considers a teacher with basic performance to be one who obtained between 50 and 69 points in the exam, and with adequate performance to be one who achieved more than 70 points. According to the microdata made available by Inep, the average overall grade in the area of mathematics (degree), which includes the objective and discursive tests, was 48.8 points.
Analyzing by state, it presented the highest average, of 53.9, while it recorded the lowest, of 41.9. Around 45% of teachers obtained between 50 and 69 points, but only 4.8% achieved a score above 70. Rio de Janeiro has the highest percentage of teachers in this group, with 12.2%, while in Acre no participant reached this level. Among those taking the exam, 75% are women, while, in the area of mathematics, men represent 55% of candidates, which highlights the persistence of gender differences in this area of training.
Of the candidates who took the exam in the area of mathematics and filled out this information, 33% studied a degree in a specific area and 51.7% had higher education focused on teaching (pedagogy or higher education), that is, the majority probably did not receive specific training in mathematics. This issue is important because teacher training is directly associated with student performance.
The article by Dayane Souza, Luciano Sampaio and Raquel Sampaio, “”, which uses data from public students in the 9th year of elementary school in Brazil, shows that teachers with training in mathematics, even when obtained through distance learning, present classes with better performance than teachers without specific training in the area or without higher education.
The general result of PND 2025 is frightening, but not surprising. The question is: what measures will the public authorities adopt based on this information?
We need to improve teacher training, from undergraduate courses to continuing education, and place teachers with training in the area in the classroom. Without well-prepared teachers, it will be difficult for us to improve mathematics learning and reduce educational inequalities.
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