A avaliação no processo-ensino-aprendizagem de matematica no ensino medio : uma abordagem socio-cognitiva

AUTOR(ES)
DATA DE PUBLICAÇÃO

2003

RESUMO

This research intends to contribute to the reflection on evaluation in the process of the teaching and learning of Mathematics at the secondary school level. An examination of the literature on evaluation was realized; taking into account its historical, social-cognitive, philosophical and methodological aspects in order to provide the evaluation practice a critical and practical reference in our contemporary school context, a context that we desire to be committed to student learning of Mathematics. Formative evaluation is duply examined with the purpose to give it a social-cognitive approach. Mathematics Education research indicate formative evaluation when authors suggest evaluation instruments as possibilities of Mathematics learning by stimulating the use of metacognition and by emphasizing evaluation in problem solving and mathematical communication in a cooperative environment. The study tried to come to a correlation between contemporary theories and the actual evaluative practices in secondary school; a field study was accomplished during the period of one semester, with a case study following qualitative method. Empirical data was obtained from both teachers and students by means of semi-structured interviews and open questionnaires applied to one teacher from each grade together with the students from one of his classes. In addition, classroom evaluation practices were examined utilizing the observer-participant method, and an analysis of the evaluation instruments and school documents complemented the in-class observations. As a conclusion, we indicate that evaluation as practiced by teachers in this reseach, whose school does not provide ideal conditions for the formative evaluation, answer much more to the institucional paper established and imposed by society through its school system than to the more coherent pedagogical practices appropriated to formative evaluation. Thus, that kind of evaluation contributes in a very small degree to the teaching and learning of Mathematics.

ASSUNTO(S)

metacognição sociologia educacional avaliação educacional educação matematica

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