MATHEMATICAL COMPETENCIES IN THE BNCC AND COMPARISON WITH INTERNATIONAL CURRICULA

Abstract

This chapter aims to analyze the mathematical competencies established by the Brazilian National Common Core Curriculum (BNCC) and compare them with international curriculum frameworks, particularly those proposed by organizations such as the Organisation for Economic Co-operation and Development (OECD), the National Council of Teachers of Mathematics (NCTM), and large-scale assessments like PISA and TIMSS. The methodology is based on qualitative, documentary, and comparative research, involving the analysis of official national and international educational documents, as well as academic literature in the field of Mathematics Education. The results reveal that the BNCC is largely aligned with international trends by emphasizing problem-solving, logical reasoning, critical thinking, mathematical communication, and contextualized learning. However, differences were identified regarding the depth of skill specification, the focus on real-world applications, and the integration of digital technologies in foreign curricula. It is concluded that the BNCC represents a significant step toward improving mathematics education in Brazil, aligning with global standards, while still facing challenges related to pedagogical implementation, teacher training, and educational equity.