Educação à distância: uma análise do efeito da modalidade de formação do professor de matemática sobre a proficiência média dos alunos no estado de Mato Grosso do Sul

Abstract

This study aims to assess distance education quality at Mato Grosso do Sul state by evaluating math teachers modality formation upon ninth year students’ average scores. Data was drawn from 2015 Prova Brasil. It was observed that teachers with distance education degrees are often hired by temporary contracts, while teachers with attendance degrees are usually tenured. Besides, these distance education degrees were obtained on private education institutions more than attendance degrees were. When compared to the attendance degree teachers’ students, distance education degree teachers’ students have lower income indicators, with low-educated mothers (or guardians). Regression analysis showed that teachers’ degree modality has no statistical significant effect on average math proficiency. This indicates a possible similarity between modalities in terms of quality. However, variables such as mothers’ schooling, income indicators, and students’ characteristics showed significant results on math proficiency. The same applied to school characteristics, such as depredation and the absence of libraries or reading rooms.