O processo avaliativo na construção da aprendizagem significativa em matemática

Abstract

This work had as its theme the evaluation process in Mathematics, based on the theory of significant learning from authors who deal with the assumptions listed by David Ausubel. It is also understood that the evaluation process is inseparable from the teaching and learning process, permeating, even, the entire construction of knowledge. The appropriation of mathematical knowledge is the result of the way in which knowledge mediation occurs, that is, the teaching action and the conceptions that the teacher has about the evaluation will directly determine the quality and effectiveness of the student's learning. The main objective was to analyze, from the existing literature, how the evaluation process interferes in the construction of meaningful learning in Mathematics and, therefore, in the student's cognitive development. Thus, it is necessary to consider that the student is an active being in the process of building knowledge. This subject, in turn, has previous knowledge acquired, even outside the school space. This knowledge will therefore serve as an anchorage for the formation of more elaborate structures of thought. In this way, the mediation of mathematical knowledge, where the evaluation process occurs continuously and allows the student a critical and reflective action, valuing the knowledge he has, will allow him to develop skills and potential, also determining his autonomy, critical sense and autonomy in the society in which it operates.