Prova em fases e um repensar da prática avaliativa em matemática

• Ano de defesa: 2013
• Autor(a) principal: Trevisan, André Luis
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Londrina; Londrina; Pós-Graduação em Ensino de Ciências e Educação Matemática
• Palavras-chave em Português: Matemática - Estudo e ensino; Estudantes - Testes e medidas educacionais; Aprendizagem - Avaliação; Mathematics - Study and teaching; Students - Tests and measurements in education; Learning - Evaluation
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/697

This text aims to present reflections arising out of the use of stage test as an assessment instrument in mathematics lessons, in a Middle Level Professional Education class. For this, we first present a detailed description of the experiment, taken initially as a "failure”, but gradually perceived as fundamental in the change in our own pedagogical practice. In this process, my passive attitude against assessment that tries to measure how much of a technique or algorithm is reproduced by a student was, gradually, "falling apart". Presenting the perceptions of students facing a differentiated assessment instrument, as well as an analysis of their written production in answering the questions, brought elements that made possible to examine the stage test critically. Starting from considerations about some "flaws" in its preparation and implementation, we analyze the questions of the examination using the approach known as Realistic Mathematics Education, also seeking for reflections about the underlying mathematical content issues (Trigonometry). This rethink appears according to three foci: the items that composed the test, the underlying mathematical content to these items and the own attitudes as teacher of Mathematics. Throughout the text, organized according to a structure that seeks to preserve, in essence, the way the research was being done, we always tried to oppose critically what was done with what could have been done in a constant attempt to rethink our own assessment practice.