Self-Assessment as a Diagnostic Assessment Tool for Teaching Mathematics in PROEJA Classes

Detalhes bibliográficos
Autor(a) principal: Dias, Claudio Mendes
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/3055
Resumo: This work is the result of a Master's research in Mathematical Education conducted with forty students from PROEJA, distributed in three campuses of a Federal School in the city of Rio de Janeiro. The research was conducted with students who were newcomers to the institution and aimed to develop and apply a self-assessment model that would guide teachers in the planning of classes and pedagogical and curricular activities to be worked on during subsequent semesters. In addition to providing students with the opportunity to reflect on their schooling, the importance of cooperative work and attitudinal and conceptual issues in mathematics classes. The article presents in its scope details on the methodological paths, based on action research, and on the questions used. The results showed that, for this group, the instrument can be used to guide the teaching work, besides being important for a reflection of the subjects facing the attitudes and mathematical concepts.
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spelling Self-Assessment as a Diagnostic Assessment Tool for Teaching Mathematics in PROEJA ClassesLa autoevaluación como herramienta de evaluación diagnóstica para la enseñanza de las matemáticas en las clases de PROEJAA Autoavaliação como Instrumento de Avaliação Diagnóstica para o Ensino de Matemática em turmas do PROEJAAutoavaliaçãoPROEJAEnsino de Matemática.AutoevaluaciónPROEJAEnseñanza de las matemáticas.Self AssessmentPROEJAMathematics Teaching.This work is the result of a Master's research in Mathematical Education conducted with forty students from PROEJA, distributed in three campuses of a Federal School in the city of Rio de Janeiro. The research was conducted with students who were newcomers to the institution and aimed to develop and apply a self-assessment model that would guide teachers in the planning of classes and pedagogical and curricular activities to be worked on during subsequent semesters. In addition to providing students with the opportunity to reflect on their schooling, the importance of cooperative work and attitudinal and conceptual issues in mathematics classes. The article presents in its scope details on the methodological paths, based on action research, and on the questions used. The results showed that, for this group, the instrument can be used to guide the teaching work, besides being important for a reflection of the subjects facing the attitudes and mathematical concepts.Este trabajo es el resultado de una investigación de Maestría en Educación Matemática realizada con cuarenta estudiantes de PROEJA, distribuidos en tres campus, de una Escuela Federal en la ciudad de Río de Janeiro. La investigación se llevó a cabo con estudiantes que acababan de llegar a la institución y tenía como objetivo desarrollar y aplicar un modelo de autoevaluación que permitiría a los maestros planificar lecciones y actividades pedagógicas y curriculares para trabajar durante los semestres posteriores. Además de proporcionar a los estudiantes la oportunidad de reflexionar sobre su escolaridad, la importancia del trabajo cooperativo y los problemas de actitud y conceptuales en las clases de matemáticas. El artículo presenta en su alcance detalles sobre las rutas metodológicas, basadas en la investigación de acción y en las preguntas utilizadas. Los resultados mostraron que, para este grupo, el instrumento se puede utilizar para guiar el trabajo de enseñanza, además de ser importante para que los sujetos reflexionen sobre actitudes y conceptos matemáticos.Este trabalho é resultado de uma pesquisa de Mestrado em Educação Matemática realizada com quarenta alunos do PROEJA, distribuídos em três Campi, de uma Escola Federal na cidade do Rio de Janeiro. A pesquisa foi realizada com alunos recém-chegados à instituição e teve como objetivo desenvolver e aplicar um modelo de autoavaliação que possibilitasse orientar os professores no planejamento das aulas e das atividades pedagógicas e curriculares a serem trabalhadas ao longo dos semestres subsequentes. Além de proporcionar aos alunos a oportunidade de reflexão sobre sua escolarização, a importância do trabalho cooperativo e as questões atitudinais e conceituais nas aulas de Matemática. O artigo apresenta em seu escopo detalhes sobre os percursos metodológicos, pautados na pesquisa-ação, e nas questões utilizadas. Os resultados demonstraram que, para esse grupo, o instrumento pode ser utilizado na orientação do trabalho docente, além de ser importante para uma reflexão dos sujeitos frente às atitudes e conceitos matemáticos.Research, Society and Development2020-03-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/305510.33448/rsd-v9i4.3055Research, Society and Development; Vol. 9 No. 4; e196943055Research, Society and Development; Vol. 9 Núm. 4; e196943055Research, Society and Development; v. 9 n. 4; e1969430552525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/3055/2215Copyright (c) 2020 Claudio Mendes Diasinfo:eu-repo/semantics/openAccessDias, Claudio Mendes2020-08-20T18:07:16Zoai:ojs.pkp.sfu.ca:article/3055Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:27:24.022172Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Self-Assessment as a Diagnostic Assessment Tool for Teaching Mathematics in PROEJA Classes
La autoevaluación como herramienta de evaluación diagnóstica para la enseñanza de las matemáticas en las clases de PROEJA
A Autoavaliação como Instrumento de Avaliação Diagnóstica para o Ensino de Matemática em turmas do PROEJA
title Self-Assessment as a Diagnostic Assessment Tool for Teaching Mathematics in PROEJA Classes
spellingShingle Self-Assessment as a Diagnostic Assessment Tool for Teaching Mathematics in PROEJA Classes
Dias, Claudio Mendes
Autoavaliação
PROEJA
Ensino de Matemática.
Autoevaluación
PROEJA
Enseñanza de las matemáticas.
Self Assessment
PROEJA
Mathematics Teaching.
title_short Self-Assessment as a Diagnostic Assessment Tool for Teaching Mathematics in PROEJA Classes
title_full Self-Assessment as a Diagnostic Assessment Tool for Teaching Mathematics in PROEJA Classes
title_fullStr Self-Assessment as a Diagnostic Assessment Tool for Teaching Mathematics in PROEJA Classes
title_full_unstemmed Self-Assessment as a Diagnostic Assessment Tool for Teaching Mathematics in PROEJA Classes
title_sort Self-Assessment as a Diagnostic Assessment Tool for Teaching Mathematics in PROEJA Classes
author Dias, Claudio Mendes
author_facet Dias, Claudio Mendes
author_role author
dc.contributor.author.fl_str_mv Dias, Claudio Mendes
dc.subject.por.fl_str_mv Autoavaliação
PROEJA
Ensino de Matemática.
Autoevaluación
PROEJA
Enseñanza de las matemáticas.
Self Assessment
PROEJA
Mathematics Teaching.
topic Autoavaliação
PROEJA
Ensino de Matemática.
Autoevaluación
PROEJA
Enseñanza de las matemáticas.
Self Assessment
PROEJA
Mathematics Teaching.
description This work is the result of a Master's research in Mathematical Education conducted with forty students from PROEJA, distributed in three campuses of a Federal School in the city of Rio de Janeiro. The research was conducted with students who were newcomers to the institution and aimed to develop and apply a self-assessment model that would guide teachers in the planning of classes and pedagogical and curricular activities to be worked on during subsequent semesters. In addition to providing students with the opportunity to reflect on their schooling, the importance of cooperative work and attitudinal and conceptual issues in mathematics classes. The article presents in its scope details on the methodological paths, based on action research, and on the questions used. The results showed that, for this group, the instrument can be used to guide the teaching work, besides being important for a reflection of the subjects facing the attitudes and mathematical concepts.
publishDate 2020
dc.date.none.fl_str_mv 2020-03-20
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/3055
10.33448/rsd-v9i4.3055
url https://rsdjournal.org/index.php/rsd/article/view/3055
identifier_str_mv 10.33448/rsd-v9i4.3055
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/3055/2215
dc.rights.driver.fl_str_mv Copyright (c) 2020 Claudio Mendes Dias
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Claudio Mendes Dias
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. 9 No. 4; e196943055
Research, Society and Development; Vol. 9 Núm. 4; e196943055
Research, Society and Development; v. 9 n. 4; e196943055
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
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