Avaliação da aprendizagem: instrumentos e concepções na disciplina de matemática no ensino Fundamental

Abstract

This monograph had as general objective to investigate possibilities of using evaluation instruments, aligned with the guidelines presented in official documents with a view to learning, focusing on the work of Mathematics in the final years of Elementary School. In order to respond to the objective, it was proposed to conceptualize evaluation as a learning opportunity; Review recommendations in official evaluation documents; Evaluation instruments that meet these assumptions. The evaluation is of great relevance, it should enable the student to follow his own process of knowledge construction, encouraging him to prove his hypotheses, to establish relationships between what he already knows and what he has learned again. The methodology applied to this study was the bibliographic research. From this theoretical survey it was concluded that, even with new conceptions and different characteristics, teachers still find it difficult to put into practice new models or evaluation tools that help them. The evaluation aims to obtain information about the students' prior knowledge, if it is evolving in their knowledge, if they are learning all the content transmitted by the teacher. It is concluded that the various forms or tools of evaluation each have their due importance in the evaluation context. It is important to note that it should not only be interpreted as the final product of this pedagogical practice. It must be understood as an integral part of an educational process that has as its final goal the formation of a subject capable of acting in the society of which it is a part. Therefore, it becomes relevant that the teacher understands what is the assessment and the benefits it provides in learning. The importance of evaluation is that it should enable students to follow their own process of knowledge construction, encouraging them to prove their hypotheses, establish relationships between what they already know and what they have learned anew. It must occur, regardless of the evaluation instrument used.