As concepções dos professores de matemática sobre a prova escrita

Abstract

This work aimed to show the conceptions of the mathematics teachers of the final years of Elementary School on the written test of State schools in the municipality of Itapororoca / PB. The purpose of this study was to investigate the teachers 'conceptions about the written test, as well as the teachers' knowledge about the act of evaluating in the teaching-learning process and the importance of evaluation in the mathematical knowledge process. In the theoretical foundation, the discussion about the evaluation of learning, in particular of mathematics, as well as conceptions about the written test, was used as a theoretical support for Gatti (2009), Luckesi (2011), Valente (2008), Pinto ), PCN (1998) and others. The applied methodology was a qualitative research of the exploratory type, in which the data were collected through a questionnaire applied to three teachers. As a result, it was verified that the written test is considered as the main tool in the field of evaluation. The evaluation is a remarkable process and triggers numerous procedures that contribute to the teaching and learning of the students, so it is important to know how to deal with the procedures, taking into account each profile of several students.