Métodos avaliativos no ensino da matemática: construindo uma aprendizagem significativa sobre os números inteiros à luz da Base Nacional Comum Curricular (BNCC)

Abstract

This dissertation work used a bibliographic study that aimed to analyze evaluation methods in Mathematics Teaching, focusing on the 7th year of Elementary School. Aiming to propose improvements to the teaching of Whole Numbers, based on the National Common Curricular Base (BNCC), this research seeks to contribute with a special look at this numerical set, due to the difficulties of understanding inherent to it in Basic Education. Through tools that encourage learning, we reflect on evaluation methods, emphasizing the need to plan and build this organization based on the results of evaluations, so that they become learning tools. The primary contribution of this work to the Teaching of Mathematics stands out in the importance of interactivity between teacher and student, based on students' cognitive knowledge as a path to their education. Furthermore, the work proposed an innovation for assessments: the creation and production of educational games involving integers, using sustainable materials that are easily acquired in the school environment and in the community. This proposal seeks to break with the traditional view of Mathematics as an isolated discipline, promoting interdisciplinarity, including the use of digital tools such as Khan Academy (2024). As a theoretical basis, the works of Jussara Hoffman (2009), Luckesi (2011), D'Ambrosio (1989), Sant'Anna (2013), in addition to the National Common Curricular Base (BNCC, 2019) were used.