Self-regulating assessment in Mathematics: saying before doing

• Autor(a) principal: Santos, Leonor
• Data de Publicação: 2009
• Outros Autores: Pinto, Jorge
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Bolema: Boletim de Educação Matemática
• Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/2953

This article reports on a study involving secondary students in mathematics, where formative assessment was introduced throughout the school year. In this teaching strategy students had to interpret a task, write the resolution strategy and then solve it. The teacher gave feedback to the pupils on their outcomes, changing the focus of the feedback over the year. An interpretive methodology was chosen, using observation, with audio recording, and document analysis of students’ work, logbooks, and teacher reflections. The study pointed out that this strategy contributes to the learning process, helps students to reformulate incorrect reasoning, and prevents persistent errors and misunderstandings. It is the opposite of standard practice, in that it raises difficulties for the students and challenges the teacher to reflect and interact with others. Key words: Mathematics Education. Self-regulated assessment. Mathematics learning. Assessment Interaction. Formative assessment.