Práticas avaliativas por meio da oralidade em aulas de matemática: algumas possibilidades de organização e suas potencialidades

Abstract

This research presents the organization and investigation of assessment practices through oral communication, in order to explore different configurations, highlight the potential of each practice and bring out quality information for those involved. Three assessment practices through oral communication were initially carried out with students from a private school in the municipality of Wenceslau Braz, State of Paraná. In these first three practices, we sought to explore the development and application of each of them, observing the potential and achievements during the application. The observations took place with classes of 1st and 2nd grades of High School between the years 2021 to 2023. A qualitative analysis of an interpretative nature was carried out in a fourth assessment practice, through which the potential, development and details of what can be observed through the students' speech are presented in the light of theoretical references that approach assessment as a constituent process and at the service of the teaching and learning processes. From the description and analysis of the practices, it is clear that assessment practices through oral communication in mathematics classes favor the production of quality information for the teaching and learning processes; they value and develop the specificities and qualities of each student; they allow students to be active and creative in relation to the way they express their knowledge; they allow teachers to intervene at the time of the test; they provide immediate feedback and grades; and they allow group work during the assessment. Also as a construct of this research, there is an educational product consisting of videos, aimed at teachers, researchers and other interested parties, which show how assessment practices can be organized to serve the teaching and learning processes, with appropriate language to arouse the interest of teachers and thus also use such practices as a way to assess student learning and regulate the teaching and learning processes.