O que fica depois da prova?: uma discussão acerca do que manifestam saber os alunos quando analisam suas provas

Abstract

The research aims to discuss the theme learning assessment, more specifically, the evaluation of learning in mathematics and the instrument commonly used by the teacher, the proof. In this work, the test is understood as a written and individual instrument, through which students respond to mathematical questions similar to those worked on during math classes. This work has as motivation the difficulties reported by the students in solving a test and the complexity related to the act of evaluating the learning in mathematics, experienced by the teachers. In this sense, we seek to deepen the study on the subject by seeking indications of what they manifest to know the students when they analyze their own tests of Mathematics. In order to understand what the students who get good results in a Mathematics test denote knowing when commenting what they did in their own test. In view of this, the current research, of a qualitative nature and based on bibliographical studies, focused on the analysis of the results of the application of a mathematics test by the teacher regent of a class of Elementary Education, final years. The analyzes focused specifically on the test itself, on the student's resolutions in them, and especially on the interviews with the students who obtained the best results, seeking to make inferences about what the students actually learned from the content, from their explanations and Demonstrations, that is, what lies after the proof?. The analysis revealed, in general, that although students know how to perform the algorithm to obtain the roots of an incomplete degree second equation, they generally do not understand what they are doing, which means the results they find, and not even because the algorithm works.