Avaliação da aprendizagem no ensino de matemática: análises e perspectivas teóricas

Abstract

Debates about learning assessment have been increasing in the academic field, especially in view of discussions about practices that favor students’ understanding. Therefore, it is necessary to develop research that critically addresses assessment practices, so that they are directed toward effective learning and the integral development of students, rather than merely toward grading. In this regard, this study analyzes, through bibliographic research, how assessment has been conceived and applied in the context of Brazilian Basic Education, highlighting its functions in the learning process, its impacts on students’ development, and the different conceptions that guide its application, with an emphasis on Mathematics teaching. Seven articles were selected through the CAPES Periodicals Portal, considering the relevance of the studies to the topic investigated. The results showed that the studies converge on the need to overcome classificatory practices and to strengthen formative approaches in Mathematics education, evidencing that assessment can be an instrument for mediating learning. In general, the articles point to a trend toward adopting more inclusive assessments focused on the learning process. Keywords: Assessment in Mathematics; Formative Assessment; Mathematics Education