A descriptive analysis of the higher education courses for Mathematics teachers in Brazil

Abstract

The present work aims at the quantitative description of higher education courses for Mathematics teachers in Brazil through indicators such as the number of courses, enrollments, graduates, admissions, and vacancies offered in the period from 2009 to 2021 by teaching modality (in person and distance) and by administrative category (public and private). For this purpose, INEP Higher Education Censuses are used in the period considered for extracting the analyzed data set and descriptive statistical techniques such as graphs and tables are applied, in addition to simple linear regression fits to estimate the average annual growth (decrease) of indicators. It was found in the analyzes that in person courses at public institutions dominate the area in terms of number of courses and enrollments. In addition, the private sector has evolved in opposite directions regarding the type of education. In this category, in person courses are in sharp decline in the indicators considered, while distance courses are increasing considerably, even surpassing in person courses in public institutions in terms of the number of graduates.