Representações sociais sobre avaliação da aprendizagem em matemática

Abstract

This paper aims to understand and analyze the Social Representations about learning evaluation of a group composed of teachers already active in Basic Education and students of degree in Mathematics. The main aspects addressed in this paper are the concepts and interpretations about Mathematical Learning Evaluation and the Social Representations Theory. The data was collected through a focal group composed of teachers of the Basic Education and students of degree Mathematics at the Federal University Technology of Paraná of câmpus Cornélio Procópio. In order to analyze the data, it was based on the tool of analysis of Depth Hermeneutics to identify the social representations about the Mathematical Learning Evaluation. The results show that the group understands that the function of Learning Assessment is to diagnose where the student is, identifying their abilities and difficulties, from the perspective of the participants, the diagnosis can be through of test oral, test writing or games, from then on Is that the teacher can help his student.