Avaliação em matemática: uma discussão sobre as concepções e práticas de professores do ensino fundamental II da cidade de Campina Grande

Abstract

The objective of this research is to investigate concepts and evaluation practices of teachers of elementary school mathematics II of four schools in the city of Campina Grande, Paraíba, comprising public and private schools. Data collection in the form of questionnaires and interviews carried out in two moments, and the research environment of the schools surveyed. The survey data were analyzed taking into account the theoretical and methodological assumptions of content analysis of Bardin and Franco through the categories and subcategories. They are: The school education in the training of teachers of mathematics, Mathematics learning in practice teacher; Design assessment professor of mathematics; evaluative tools and their meanings; Assessment as a tool of teaching practice and the Relationship between conceptions of assessment and Learning mathematics. The school environment was conducive to our noticing the daily school life with its multiple and diverse realities. As a result, the survey revealed that the conceptions of assessment of school mathematics teachers vary both from a technical and conceptual realm independent of private or public, regardless of the teachers also belong to a single teaching unit or not. It was evident that the qualitative aspects of evaluation are not as effective for the final diagnosis of both the personal view of the teacher and the school for administrative matters. The data also showed that there can be a standard evaluation because the reality of each class varies in age, behavior, discipline and preparation of the previous series. Today, the issue of failure depend, to some part of the teacher, for system requirements. The survey also pointed to the lack of relevance of the assessment as a teaching resource for learning and methodological mathematics. Teachers' conceptions tend towards a more cognitive and sociocultural. These changes occurred in assessment practices should be obedience, rules, regulations and decisions of the administration and not by the spirit of engagement.