AN ANALYSIS OF THE PERCEPTIONS OF ACADEMIC STUDENTS ON THE EVALUATION OF THE TEACHING-LEARNING PROCESS IN ON-CLASS COURSES FOR BACHELOR'S DEGREES IN MATHEMATICS IN RONDÔNIA

• Autor(a) principal: Pessim, Marcelo Orlando Sales
• Data de Publicação: 2023
• Outros Autores: Leite, Eliana Alves Pereira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/14675
• topic: Undergraduate Mathematics course; Specific curricular components; Didactic-pedagogical curricular components; Evaluation of the teaching-learning process; Licenciatura em Matemática.; Componentes curriculares específicos.; Componentes curriculares didáticos-pedagógicos.; Avaliação do processo de ensino-aprendizagem.; Licenciado en matemáticas; Componentes curriculares específicos; . Componentes curriculares didácticos-pedagógicos; Evaluación del proceso de enseñanza-aprendizaje

The current study is an excerpt from a Master's research in Mathematics Education at the Federal University of Rondônia. In this clipping, the objective was to highlight the perceptions of academics about how the evaluation of teaching and learning processes occurs in the classroom of undergraduate Mathematics courses at public HEIs in Rondônia. This is a research with a qualitative approach and a field modality, being carried out with four undergraduate Mathematics courses, two offered by the Federal University of Rondônia (UNIR), at Ji-Paraná and Porto Velho campuses, and two offered by the Federal Institute of Science and Technology of Rondônia (IFRO), at Cacoal and Vilhena campuses. Fourteen academics from the aforementioned courses participated in the research. For data production, semi-structured interviews were used. Among the results, it was possible to verify that the academics scored differences in the evaluation carried out in the didactic-pedagogical and specific curricular components, evidencing that in the specific components predominated a punctual and classificatory evaluation, being privileged the test with one of the evaluative instruments. Regarding the didactic-pedagogical components, the academics mentioned that there was a diversity of instruments and techniques used by the teachers of the referred components in the evaluation process.