Abstract

Given the disciplinary, pedagogical, public, and institutional policy challenges faced in the design of subjects, the aim of this article is to propose a conceptual model for the teaching and learning processes of university mathematics, aiming to improve academic performance. This improvement is achieved through a combination of didactic, pedagogical, and disciplinary attributes. The qualitative methodology employed encompasses four phases: analysis of keyword co-occurrence and an integrative review of the literature, analysis of public policies, formulation of a conceptual model, and its initial application. The results have been developed in a preliminary version of a conceptual model for the learning and teaching of university mathematics, represented by a hexagonal cluster diagram with two axes. Early assessments indicate positive acceptance and offer an opportunity to evaluate the model's impact, along with the design of appropriate indicators.

Keywords: conceptualization; educational quality; educational indicators; mathematics education; learning methods.