Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment.
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Publication Date: | 2022 |
Format: | Article |
Language: | por |
Source: | Revemop |
Download full: | https://periodicos.ufop.br/revemop/article/view/5413 |
Summary: | Some obstacles need to be discussed and overcome so that evaluative practices aimed at learning can be implemented in the educational system. Thinking about a formative assessment, whether through exams or other assessment formats, requires breaking the classificatory view of assessment and the dichotomous perspective of error. The main argument I defend in this text is that the existence of a formative assessment permeates the recognition of error as an element of great pedagogical potential. By interpreting the error as representing 'not learning', 'not knowing', we reduce the possibilities for didactic interventions. However, if we interpret the error as an element of a process, of a knowledge under construction, breaking the dichotomy of right and wrong, we expand the perspectives of using the error as a springboard for learning. |
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Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment.¿Por qué cometer errores sigue siendo tan malo? Algunas reflexiones sobre el papel del error en la enseñanza y evaluación de las matemáticas.Por que errar ainda é tão errado? Algumas reflexões sobre o papel do erro no ensino e na avaliação de matemática.AssessmentMistakeMathFormative assessmentApprenticeshipsEvaluaciónErrorMatemáticasEvaluación formativaAprendizajesAvaliaçãoErroMatemáticaAvaliação formativaAprendizagensSome obstacles need to be discussed and overcome so that evaluative practices aimed at learning can be implemented in the educational system. Thinking about a formative assessment, whether through exams or other assessment formats, requires breaking the classificatory view of assessment and the dichotomous perspective of error. The main argument I defend in this text is that the existence of a formative assessment permeates the recognition of error as an element of great pedagogical potential. By interpreting the error as representing 'not learning', 'not knowing', we reduce the possibilities for didactic interventions. However, if we interpret the error as an element of a process, of a knowledge under construction, breaking the dichotomy of right and wrong, we expand the perspectives of using the error as a springboard for learning.Es necesario discutir y superar algunos obstáculos para que las prácticas evaluativas orientadas al aprendizaje sean implementadas en el sistema educativo. Pensar una evaluación formativa, ya sea a través de exámenes u otros formatos de evaluación, exige romper con la visión clasificatoria de la evaluación y la perspectiva dicotómica del error. El principal argumento que defiendo en este texto es que la existencia de una evaluación formativa permea el reconocimiento del error como elemento de gran potencial pedagógico. Al interpretar el error como representante del 'no aprender', del 'no saber', reducimos las posibilidades de las intervenciones didácticas. Sin embargo, si interpretamos el error como elemento de un proceso, de un saber en construcción, rompiendo la dicotomía del bien y del mal, ampliamos las perspectivas de utilizar el error como trampolín para el aprendizaje.Alguns obstáculos precisam ser discutidos e superados para que as práticas avaliativas voltadas às aprendizagens sejam implementadas no sistema educacional. Pensar em uma avaliação formativa, seja através dos exames ou de outros formatos avaliativos, requer o rompimento da visão classificatória da avaliação e da perspectiva dicotômica do erro. O principal argumento que defendo neste texto é que a existência de uma avaliação formativa perpassa pelo reconhecimento do erro como um elemento de grande potencial pedagógico. Ao interpretarmos o erro como um representante da ‘não aprendizagem, do ‘não saber’, reduzimos as possibilidades de intervenções didáticas. Entretanto, se interpretamos o erro como elemento de um processo, de um saber em construção, rompendo a dicotomia do certo e do errado, ampliamos as perspectivas da utilização do erro como um trampolim para a aprendizagem.Editora da UFOP2022-05-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufop.br/revemop/article/view/541310.33532/revemop.e202215Revemop; v. 4 (2022): Rolling Pass; e2022152596-0245reponame:Revemopinstname:Universidade Federal de Ouro Preto (UFOP)instacron:UFOPporhttps://periodicos.ufop.br/revemop/article/view/5413/4069Copyright (c) 2022 Revemophttp://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessVaz, Rafael Filipe Novôa 2022-05-30T17:01:49Zoai:pp.www.periodicos.ufop.br:article/5413Revistahttps://periodicos.ufop.br/revemop/indexPUBhttps://periodicos.ufop.br/revemop/oairevemop@ufop.edu.br||2596-02452596-0245opendoar:2022-05-30T17:01:49Revemop - Universidade Federal de Ouro Preto (UFOP)false |
dc.title.none.fl_str_mv |
Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment. ¿Por qué cometer errores sigue siendo tan malo? Algunas reflexiones sobre el papel del error en la enseñanza y evaluación de las matemáticas. Por que errar ainda é tão errado? Algumas reflexões sobre o papel do erro no ensino e na avaliação de matemática. |
title |
Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment. |
spellingShingle |
Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment. Vaz, Rafael Filipe Novôa Assessment Mistake Math Formative assessment Apprenticeships Evaluación Error Matemáticas Evaluación formativa Aprendizajes Avaliação Erro Matemática Avaliação formativa Aprendizagens |
title_short |
Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment. |
title_full |
Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment. |
title_fullStr |
Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment. |
title_full_unstemmed |
Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment. |
title_sort |
Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment. |
author |
Vaz, Rafael Filipe Novôa |
author_facet |
Vaz, Rafael Filipe Novôa |
author_role |
author |
dc.contributor.author.fl_str_mv |
Vaz, Rafael Filipe Novôa |
dc.subject.por.fl_str_mv |
Assessment Mistake Math Formative assessment Apprenticeships Evaluación Error Matemáticas Evaluación formativa Aprendizajes Avaliação Erro Matemática Avaliação formativa Aprendizagens |
topic |
Assessment Mistake Math Formative assessment Apprenticeships Evaluación Error Matemáticas Evaluación formativa Aprendizajes Avaliação Erro Matemática Avaliação formativa Aprendizagens |
description |
Some obstacles need to be discussed and overcome so that evaluative practices aimed at learning can be implemented in the educational system. Thinking about a formative assessment, whether through exams or other assessment formats, requires breaking the classificatory view of assessment and the dichotomous perspective of error. The main argument I defend in this text is that the existence of a formative assessment permeates the recognition of error as an element of great pedagogical potential. By interpreting the error as representing 'not learning', 'not knowing', we reduce the possibilities for didactic interventions. However, if we interpret the error as an element of a process, of a knowledge under construction, breaking the dichotomy of right and wrong, we expand the perspectives of using the error as a springboard for learning. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-16 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufop.br/revemop/article/view/5413 10.33532/revemop.e202215 |
url |
https://periodicos.ufop.br/revemop/article/view/5413 |
identifier_str_mv |
10.33532/revemop.e202215 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufop.br/revemop/article/view/5413/4069 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Revemop http://creativecommons.org/licenses/by-nc-sa/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Revemop http://creativecommons.org/licenses/by-nc-sa/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da UFOP |
publisher.none.fl_str_mv |
Editora da UFOP |
dc.source.none.fl_str_mv |
Revemop; v. 4 (2022): Rolling Pass; e202215 2596-0245 reponame:Revemop instname:Universidade Federal de Ouro Preto (UFOP) instacron:UFOP |
instname_str |
Universidade Federal de Ouro Preto (UFOP) |
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UFOP |
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UFOP |
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Revemop |
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Revemop |
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Revemop - Universidade Federal de Ouro Preto (UFOP) |
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revemop@ufop.edu.br|| |
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