| Summary: | This study presents the identification and characterization of errors and learning difficulties of the Statistics and Probability content, associated to the distractors most indicated by High School students who entered in the UFRN through the ENEM 2013 to 2016. We have as theorists Radatz (1979), Cury (1988, 1994), among others. The methodology was the analysis of performance and errors (GIL, 2008; NÚÑEZ e RAMALHO, 2012), as well as in performance analysis, backed by the classical theory of item analysis Spearman (1913). The data of the questions were obtained from the microdata of this evaluation, provided by INEP and processed by Comperve/UFRN. Results show that: it’s a low performance content by the students and the most present errors: use multiplication between quantities instead of combinations and confuse averages.
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