Avaliação em matemática : o que licenciandos revelam ao avaliarem diferentes estratégias mobilizadas por estudantes da educação básica?

• Autor(a) principal: SILVA, Andreza Rodrigues da
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9190
• topic: Avaliação da aprendizagem; Problemas de partilha; Ensino de matemática; Licenciatura em matemática; Ensino básico; CIENCIAS HUMANAS::EDUCACAO

This dissertation work aims to analyze the characteristics of the assessment revealed by undergraduates in Mathematics, when they correct the problem-solving strategies of sharing mobilized by students of Basic Education. Therefore, we systematized our research in two stages, firstly we invited students from the final periods of the Licentiate Degree in Mathematics from a Federal public institution in Pernambuco to participate in the study, with two participants in total, who developed an activity to correct sharing problems together. to a questionnaire, elaborated from protocols kindly provided by Almeida (2016) and Oliveira and Câmara (2011). In the second stage, we searched for elements capable of giving a greater contribution to the discussions and structured a personal questionnaire to identify the relationships between the licentiate and the assessment of mathematical learning. For the treatment of data, we organized the analyzes based on a grouping of elements by similarity, discussions are managed by the authors who support our theoretical discussions (ZABALA, 1998; GUBA; LINCOLN, 2011; VIANA, 2014; FISCHER, 2015; SILVA, 2019; HOFFMANN, 2019). Our results show that undergraduates reveal that they move between conceptions, generations, functions and typologies regarding what it means to evaluate. Furthermore, despite one of the undergraduates reporting some difficulties, they demonstrate a good understanding of the seven basic strategies used in this research. We observed that one of the undergraduates more frequently welcomes their own ways of thinking and the other values records with algebraic notation. We also noticed difficulties in expressing what to do with the evaluation results and the proposals for possible didactic actions are aimed at understanding that the collective is the individual. At the end of the discussions, we can state that the main objective of the assessment, to assist in learning, is still not fully achieved.