Equações de primeiro grau e oralidade: uma proposta de avaliação formativa no 8º ano do ensino fundamental

Abstract

This research aims to analyze the contribution of students’ audio recordings about their written and oral productions to the regulation of pedagogical practice and learning.Starting from the recognition that traditional assessment, centered on writing and grading, often fails to reveal students’ real understanding, an alternative evaluative practice is proposed, combining written productions with audio recordings in which students explain their reasoning. The study is based on authors such as Libâneo (2011), Luckesi (2002), Allal (1986), and Hadji (2001), who discuss formative assessment, learning regulation, and the student’s role as an active agent in the learning process. The adopted methodology was qualitative and interpretative, involving the application of a task composed of three questions on first-degree equations, developed with 33 students from a public state school in Londrina, Paraná, Brazil. Data were analyzed from students’ written productions and audio recordings, seeking evidence of conceptual understanding, difficulties, justifications, and mathematical reasoning. The results show that although many written responses presented correct solutions, only through attentive listening to the audios was it possible to identify important conceptual gaps, such as the mechanization of procedures and the absence of justification for choices made. This active listening enabled the teacher-researcher to reorganize her pedagogical practice, proposing targeted interventions, such as the creation of a playful task focused on equation balancing, using active methodologies that encouraged reflection and conceptual internalization. It was found that orality enhances formative assessment by making students’ thought processes visible, contributing to the development of argumentation, communication, and self-regulation. The combination of writing and speech proved to be a powerful tool for understanding how students construct meaning in mathematical content, providing teachers with insights for more effective learning regulation. As a result of the investigation, the educational product “Com voz e sentido” was developed, a kit aimed at basic education teachers, designed to expand evaluative practices mediated by orality.