Avaliação da aprendizagem: concepções e práticas de professores de matemática

Abstract

Mathematical assessment has been the object of numerous researches, reflections and interventions in the constant search for improvement of teaching and learning processes. This work, aimed to analyze and discuss different conceptions of learning assessment based on the experience of a group of mathematics teachers from public, private and higher education. The theorists whose works served as ground to guide the references used and all study developed, during the research, especially on reflective sessions, we can cite: Buriasco, Luckesi e Hoffmann. It is a qualitative research of exploratory and explanatory type, the data were collected through an online questionnaire applied to the mentioned professors. In general, we can say that the research revealed that the conceptions of the collaborating teachers corroborate an evaluative practice concerned with student learning. W e highlight the limitation in this investigation, since it was based on the self-report of mathematics teachers. As a conclusion of the investigation, we realized the need for investments in initial and continuous training courses to develop studies, both in relation to the didactic-pedagogical processes of teaching and learning of Mathematics.