Um estudo sobre avaliação do ensino-aprendizagem de operações básicas de aritmética em turmas do 6° ano: a perspectiva dos professores de Matemática

Abstract

The way in which assessment is approached in the mathematics classroom is still formatted or seen in traditional teaching molds, where the attribution of grades guides the teaching-learning in the classroom. In this sense, the evaluation ends up being a mere instrument for classifying use, with the purpose of selecting students to pass or fail, without giving much importance to other factors that influenced student results, in addition to the final grade. Thus, considering the importance of the topic, the study sought to analyze the main types of assessments applied by Mathematics teachers to identify the learning of basic arithmetic operations in 6th grade elementary school classes. Thus, in order to leverage discussions on how assessments are used by teachers, the study adopted bibliographic and qualitative research methods. Thus, it was used as a source of data collection the application of a self-application questionnaire with teachers who teach in classes of the 6th year of Elementary School. In this sense, contributing to collect data on the assessments applied, and what factors influence their application in the classroom. Thus, bringing very relevant data with regard to the frequency that participating teachers use diagnostic assessment, feedback as an evaluative proposal, if they use formative assessment in the classroom, and their views on assessment. In addition to highlighting some factors that influence the application of assessments in the classroom, and how often the curricular guidelines are addressed in the assessment, and which criteria are analyzed for evaluation in the approach of problems of basic arithmetic operations in the resolution of the students.