Learning assessment in preservice teacher who teaches mathematics education

Detalhes bibliográficos
Autor(a) principal: Santos, Edilaine Regina dos
Data de Publicação: 2018
Outros Autores: Teixeira, Bruno Rodrigo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/279
Resumo: In this paper we present and discuss some themes about school learning assessment that have been the focus of researches developed in preservice teacher who teaches mathematics education. Using some Content Analysis guidelines, we carry out analysis of researches available in Brazilian Digital Library of Theses and Dissertations. Through analysis, we highlight the following themes: preservice teachers’ vision, conception or understanding of assessment; prospective teachers’ familiarity with assessment tools; assessment practices during preservice teacher education. About each of these themes, in general, we could notice that: vision, conception or understanding of many preservice teachers about assessment is related to some of the purposes that it can have; prospective teachers are more familiar with the written test, feeling insecure with other instruments; assessment practices during preservice teacher education are restricted to a few instruments, almost exclusively to the written test, and prospective teachers often unknown the professors’ assessment or correction criteria when they use this or any other instrument. In identifying these aspects, we hope contribute to formative actions and future investigations in the field of Mathematics Education. 
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spelling Learning assessment in preservice teacher who teaches mathematics educationEvaluación del aprendizaje en el contexto de la formación inicial de profesores que enseñan MatemáticasAvaliação da aprendizagem no contexto da formação inicial de professores que ensinam MatemáticaEducação MatemáticaAvaliação escolarFormação inicial de professores que ensinam Matemática.Educación MatemáticaEvaluación escolarFormación inicial de profesores que enseñan Matemáticas.Mathematics EducationSchool assessmentPreservice teacher who teaches mathematics education.In this paper we present and discuss some themes about school learning assessment that have been the focus of researches developed in preservice teacher who teaches mathematics education. Using some Content Analysis guidelines, we carry out analysis of researches available in Brazilian Digital Library of Theses and Dissertations. Through analysis, we highlight the following themes: preservice teachers’ vision, conception or understanding of assessment; prospective teachers’ familiarity with assessment tools; assessment practices during preservice teacher education. About each of these themes, in general, we could notice that: vision, conception or understanding of many preservice teachers about assessment is related to some of the purposes that it can have; prospective teachers are more familiar with the written test, feeling insecure with other instruments; assessment practices during preservice teacher education are restricted to a few instruments, almost exclusively to the written test, and prospective teachers often unknown the professors’ assessment or correction criteria when they use this or any other instrument. In identifying these aspects, we hope contribute to formative actions and future investigations in the field of Mathematics Education. En este artículo tenemos por objetivo presentar y discutir algunas temáticas sobre evaluación del aprendizaje escolar abordadas en investigaciones desarrolladas en contextos de formación inicial de profesores que enseñan Matemáticas. Pautas en orientaciones presentes en el Análisis de Contenido, realizamos análisis a partir de investigaciones disponibles en la Biblioteca Digital Brasileña de Tesis y Disertaciones. Por medio de estos análisis fue posible identificar temáticas abordadas que se refieren a: visión, concepción o comprensión de futuros profesores sobre evaluación; familiaridad de los licenciantes con instrumentos de evaluación; prácticas evaluadoras vividas durante la formación inicial. En cuanto a cada una de ellas, en general, pudimos observar que: la visión, concepción o comprensión de buena parte de los futuros profesores sobre evaluación está ligada a algunas de las funciones que ella puede tener; los licenciandos tienen más familiaridad con la prueba escrita, sintiéndose inseguros con los demás instrumentos; las prácticas evaluadoras vivenciadas por los futuros profesores quedan restringidas a pocos instrumentos, casi exclusivamente a la prueba escrita, y poco o casi ningún contacto poseen con los criterios de evaluación o corrección del profesor formador cuando la utilización de ese u otro instrumento. Esperamos que la identificación de estos aspectos pueda contribuir a suscitar discusiones y reflexiones que conduzcan a acciones formativas e investigaciones futuras en el ámbito de la Educación Matemática.Neste artigo temos por objetivo apresentar e discutir algumas temáticas sobre avaliação da aprendizagem escolar abordadas em investigações desenvolvidas em contextos de formação inicial de professores que ensinam Matemática. Pautados em orientações presentes na Análise de Conteúdo, realizamos análises a partir de investigações disponibilizadas na Biblioteca Digital Brasileira de Teses e Dissertações. Por meio dessas análises foi possível identificar temáticas abordadas que dizem respeito à: visão, concepção ou compreensão de futuros professores sobre avaliação; familiaridade dos licenciandos com instrumentos de/para avaliação; práticas avaliativas vivenciadas durante a formação inicial. Em relação a cada uma delas, de modo geral, pudemos observar que: a visão, concepção ou compreensão de boa parte dos futuros professores sobre avaliação está atrelada a algumas das funções que ela pode ter; os licenciandos possuem mais familiaridade com a prova escrita, sentindo-se inseguros com os demais instrumentos; as práticas avaliativas vivenciadas pelos futuros professores ficam restritas a poucos instrumentos, quase que exclusivamente à prova escrita, e pouco ou quase nenhum contato possuem com os critérios de avaliação ou correção do professor formador quando da utilização desse ou de outro instrumento. Esperamos que a identificação desses aspectos possam contribuir para suscitar discussões e reflexões que conduzam a ações formativas e investigações futuras no âmbito da Educação Matemática.Research, Society and Development2018-02-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/27910.17648/rsd-v7i3.279Research, Society and Development; Vol. 7 No. 3; e1573279Research, Society and Development; Vol. 7 Núm. 3; e1573279Research, Society and Development; v. 7 n. 3; e15732792525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/279/246Copyright (c) 2018 Edilaine Regina dos Santos, Bruno Rodrigo Teixeirainfo:eu-repo/semantics/openAccessSantos, Edilaine Regina dosTeixeira, Bruno Rodrigo2019-01-22T01:17:48Zoai:ojs.pkp.sfu.ca:article/279Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:25:52.792119Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Learning assessment in preservice teacher who teaches mathematics education
Evaluación del aprendizaje en el contexto de la formación inicial de profesores que enseñan Matemáticas
Avaliação da aprendizagem no contexto da formação inicial de professores que ensinam Matemática
title Learning assessment in preservice teacher who teaches mathematics education
spellingShingle Learning assessment in preservice teacher who teaches mathematics education
Santos, Edilaine Regina dos
Educação Matemática
Avaliação escolar
Formação inicial de professores que ensinam Matemática.
Educación Matemática
Evaluación escolar
Formación inicial de profesores que enseñan Matemáticas.
Mathematics Education
School assessment
Preservice teacher who teaches mathematics education.
title_short Learning assessment in preservice teacher who teaches mathematics education
title_full Learning assessment in preservice teacher who teaches mathematics education
title_fullStr Learning assessment in preservice teacher who teaches mathematics education
title_full_unstemmed Learning assessment in preservice teacher who teaches mathematics education
title_sort Learning assessment in preservice teacher who teaches mathematics education
author Santos, Edilaine Regina dos
author_facet Santos, Edilaine Regina dos
Teixeira, Bruno Rodrigo
author_role author
author2 Teixeira, Bruno Rodrigo
author2_role author
dc.contributor.author.fl_str_mv Santos, Edilaine Regina dos
Teixeira, Bruno Rodrigo
dc.subject.por.fl_str_mv Educação Matemática
Avaliação escolar
Formação inicial de professores que ensinam Matemática.
Educación Matemática
Evaluación escolar
Formación inicial de profesores que enseñan Matemáticas.
Mathematics Education
School assessment
Preservice teacher who teaches mathematics education.
topic Educação Matemática
Avaliação escolar
Formação inicial de professores que ensinam Matemática.
Educación Matemática
Evaluación escolar
Formación inicial de profesores que enseñan Matemáticas.
Mathematics Education
School assessment
Preservice teacher who teaches mathematics education.
description In this paper we present and discuss some themes about school learning assessment that have been the focus of researches developed in preservice teacher who teaches mathematics education. Using some Content Analysis guidelines, we carry out analysis of researches available in Brazilian Digital Library of Theses and Dissertations. Through analysis, we highlight the following themes: preservice teachers’ vision, conception or understanding of assessment; prospective teachers’ familiarity with assessment tools; assessment practices during preservice teacher education. About each of these themes, in general, we could notice that: vision, conception or understanding of many preservice teachers about assessment is related to some of the purposes that it can have; prospective teachers are more familiar with the written test, feeling insecure with other instruments; assessment practices during preservice teacher education are restricted to a few instruments, almost exclusively to the written test, and prospective teachers often unknown the professors’ assessment or correction criteria when they use this or any other instrument. In identifying these aspects, we hope contribute to formative actions and future investigations in the field of Mathematics Education. 
publishDate 2018
dc.date.none.fl_str_mv 2018-02-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/279
10.17648/rsd-v7i3.279
url https://rsdjournal.org/index.php/rsd/article/view/279
identifier_str_mv 10.17648/rsd-v7i3.279
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/279/246
dc.rights.driver.fl_str_mv Copyright (c) 2018 Edilaine Regina dos Santos, Bruno Rodrigo Teixeira
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Edilaine Regina dos Santos, Bruno Rodrigo Teixeira
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 7 No. 3; e1573279
Research, Society and Development; Vol. 7 Núm. 3; e1573279
Research, Society and Development; v. 7 n. 3; e1573279
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052732404662272

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