Avaliação como processo de comunicação e regulação da aprendizagem de equações do 1º grau: contribuições da produção escrita

Abstract

This master's final work is the development of an evaluation process, having as main characteristic and differential use of language to identify the difficulties of assigning meaning and verify the development of representations of mathematical formalism associated to algebraic reasoning - Alumni a class of 7th grade level. We understand evaluation as a process of communication and regulation of learning, concept suggested by Wiliam (2007) and Barlow (2006), authors, among others, influenced the development of evaluation methods, drawn from a diagnostic assessment (pre-test), whose implementation and analyses were conducted within a qualitative perspective. After analyzing the written production of students from the categorization, following Lorenzato and Fiorentini (2007) and the elaboration of items (Walle, 2009), we conclude that the students' writing was an important vehicle for their expression and that allowed us to evaluate more individualized their previous knowledge as well as their difficulties and advances throughout the teaching process. We realize that this way of expressing themselves contributed to the learning of algebraic formalism, considering that assisted in the interpretation of this language and the attribution of meaning to it, as suggested by the written reports and testimonies of students presented in this study. On the other hand, like any medium, writing has limitations such as difficulty in interpreting texts, words, difficulties in the use of orthographic rules etc.. However, we believe that the writing in the mother tongue can not be neglected in math classes, and should be combined with other forms of communication such as oral, drawings, facial expressions, gestures. All these forms can be used and observed by the teacher, to investigate the meaning's assignment of students to the contents studied, promoting a regulatory assessment and greater interaction between students and teachers.