Configuring the written production analysis as a teaching strategy from a seventh year experience

• Autor(a) principal: Cardoso, Milene Aparecida Malaquias
• Data de Publicação: 2018
• Outros Autores: Pereira, Fernando Francisco, Dalto, Jader Otávio
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/7860
• topic: Educação, Ensino-Aprendizagem.; Educação Matemática; Avaliação Escolar; Prova Escrita; Análise da Produção Escrita como Estratégia de Ensino.; Mathematics Education; School Assessment; Written test; Written Production Analysis as a Teaching Strategy

This paper is based on the idea presented by Santos (2014), that the Analysis of Written Production - APE can be conceived as a teaching strategy, going beyond an assessment or investigative opportunity. The research presented here aims to describe and analyze the classroom environment from the perspective of Santos (2014) with seventh grade students from a private school in the city of Apucarana, in the north of Paraná. Methodologically, in an assessment environment, the written test of the students gave rise to a task that presented five resolutions, written productions of other students, to be analyzed by the participants of the research. The analysis made by the participants, sustained the achievement of the goal. In general, not only was Analysis of Written Production described and analyzed as a teaching strategy, but it was also tried to exemplify it in practice. The results presented refer to one of the participating students, A47, and show that even though he did not use all the productions presented, the task helped him to verify possible errors and to rethink his own initial resolution. In addition, student A47's experience and responses allow us to understand that using APE in a task where the student tends to analyze the written output of other students has been characterized as a different alternative to investigating student learning , requiring not only the implementation of procedures for resolving issues, but also the capacity for reflection and judgment of other resolutions.