نبذة مختصرة : The teaching of Mathematics is a constant concern in Basic Education, specifically, in the context of Youth and Adult Education (EJA). Field research, of a qualitative nature, aimed to analyze the results of a pedagogical intervention, using the Cuiabá Test - Mathematical Literacy/EJA as a source of analysis. The intervention included the participation of eight students from the first phase of EJA, belonging to a state public school in the capital of Mato Grosso. With an emphasis on error, assessments such as the Cuiabá Test can play a relevant role in identifying knowledge gaps among EJA students, enabling the teacher to adopt different pedagogical strategies, aiming to improve the class's performance. Based on the concepts of Cury (2007), Pinto (2000) and De La Torre (2007), the authors highlight the importance of using error as a strategy for new learning and overcoming cognitive obstacles. The data indicate that the error is associated with several factors and, in this context, it is essential that the teacher is prepared to identify them and guide EJA students, always considering the level of development of each student, as well as the individual skills, with the understanding that each person has a degree of knowledge of the mathematical concepts covered in the classroom. Based on the results, teachers can plan classes in a targeted way, adapting teaching to the specific needs of the EJA audience. ; La enseñanza de las Matemáticas es una preocupación constante en la Educación Básica, específicamente, en el contexto de la Educación de Jóvenes y Adultos (EJA). Investigación de campo, de carácter cualitativo, tuvo como objetivo analizar los resultados de una intervención pedagógica, utilizando como fuente de análisis el Test Cuiabá - Alfabetización Matemática/EJA.La intervención contó con la participación de ocho estudiantes de la primera fase de la EJA, pertenecientes a una escuela pública estatal de la capital de Mato Grosso. Con énfasis en el error, evaluaciones como el Test de Cuiabá pueden desempeñar un ...
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