Uma investigação sobre avaliação em educação matemática: concepções e práticas de professores em formação

Abstract

This research presents a study on the assessment of learning in mathematics. Considering our non-conformity with the evaluative practices experienced so far, the main objective of this research is to understand how mathematics graduates perceive the exercise of evaluation and to promote training that enables performance in the perspective of formative evaluation. It was also intended to discuss, according to the foundations of education theorists, the concept of evaluation and its implications according to the diagnostic, classificatory and formative perspectives, presenting a critical view of the process in mathematics. We also seek to identify and discuss elements such as: historical process, teacher training and economic, social, political and cultural relations of the relations and structures of capitalist society that influence the conceptions and evaluative practices of mathematics teachers. In our investigation we adopted a qualitative approach, characterized as a case study. The research instruments used are questionnaires, proposals for formative evaluation developed by the research subjects, in addition to observations about the behavior of the subjects in the development of the workshop and in the socialization of the proposal for formative evaluation. The research subjects are graduate students in mathematics, who were under supervised internship III. The educational product develops a proposal for formative teaching and to promote reflections on current evaluation practices in public schools in Goiânia among undergraduate students in mathematics, on the characteristics that resemble it or they differ from an evaluation process in the formative perspective. The speech of the participants after the development of the workshop was revealed according to the discussions hep. Building a formative teaching proposal was challenging, but the first meetings of the workshop supported the construction of critical thinking that provided the planning of activities that excel for the purpose of learning.