Analysis of student performance using the Fuzzy intuitionist model

Abstract

In the Public Education Network, the Mathematics teacher from the 6th to the 9th grade is faced with the abyss between pedagogical planning and learning. Evaluations plus bonuses for complementary activities can be considered extra-class excesses, as they generate unrealistic results for the education system. The Fuzzy Intuitionist modeling allows the recognition of patterns for the evaluation of learning using degrees of pertinence and non-pertinence as a function of the results of the three mandatory measurements in the course. Personalized assessment would be more coherent with the student's profile, combating the discouragement generated to ''school failure'', formative assessments are suggested, which can provide the student with greater feedback, directing him to structured knowledge. It is vital to help a teacher feel good about himself and his performance, not minimizing the emotional balance and psychological resilience to live with the stress generated by the current building and educational conditions, avoiding psychosomatic effects. In this domain, it is essential that pedagogical processes are in an appropriate position to contribute to functional learning, that is, skills (activities) that encompass self-care, hygiene habits, school attendance, commitment to tasks and interpersonal interaction.

DOI:https://doi.org/10.56238/sevened2024.015-018