Instrumentos avaliativos em matemática: uma análise a partir de um relato de experiência nos anos finais do ensino fundamental

Abstract

The main objective of this research was to investigate the contributions of diagnostic assessment as an instrument to support the work of Basic Education Mathematics teachers. The research was based on the actions developed by us in a Project carried out in a reference public school in the city of João Pessoa, capital of Paraíba, in the year 2022, aiming to minimize the gaps in mathematical knowledge arising from the pandemic period. From a theoretical point of view, we discuss, in addition to the transformations made in teaching throughout the pandemic process, the evaluation processes generally used in teaching and learning Mathematics. We also discuss general aspects of Ausubel's Theory of Meaningful Learning, due to the importance he attributes to prior knowledge. This research has a qualitative approach, and its target audience was students in the 6th and 9th years of Elementary School Final Years. The results of the application of two different types of diagnostic instruments were presented and analyzed – two of which were applied before the start of the Project's actions, and the second reapplied after its closure. The first instrument was applied in a public school and a private school; and the second instrument applied in the public school where the Project was developed, before and after its completion. The results were analyzed and highlighted the importance of the data collected in the diagnostic instruments in planning the Project's activities, which led to improved student performance in the areas of Mathematics that were covered in the second instrument.