Fortalecendo o ensino de matemática: a influência do reforço no oitavo ano

Abstract

This study investigates the influence of supplementary tutoring on the performance and self-confidence of eighth-grade students in mathematics. The research was motivated by the recurring challenge that mathematics presents to students at this stage, when content becomes more abstract and complex. Using a mixed methodology (quantitative and qualitative), the study followed 11 students divided into three groups according to tutoring frequency: once a week, twice a week, and only before tests. Data were collected through academic performance records before and after tutoring, calculating percentage improvement, as well as a questionnaire to assess student confidence. Results showed that all participants demonstrated significant improvement in grades, especially those who attended tutoring twice a week, achieving increases of up to 107.1% in performance. A positive correlation was observed between tutoring frequency and both student performance and selfconfidence. Even students who participated only in sessions before tests obtained considerable improvements. The research highlights supplementary tutoring as an effective pedagogical strategy not only for grade recovery but also for developing selfconfidence and establishing a more positive relationship with mathematics, contributing to more successful academic trajectories.