Competências profissionais no processo de utilização de objetos virtuais de aprendizagem para avaliação em Matemática

Abstract

The present work deals with a study on the use of Digital Information and Communication Technologies (TDIC) in the practice of Mathematics teachers, with the objective to analyze professional skills on learning assessment in the process of using Virtual Learning Objects (VLO) for teaching mathematics. In this perspective, we compose the guiding question of this research that is concerned with investigating which professional skills are necessary for teachers to use Virtual Learning Objects for teaching mathematics with the objective of evaluating students' learning? In order to try to answer this question, based on the theoretical framework studied, we raised three categories of analysis (referring to the evaluation, the mathematical object and the VLO) organized into three dimensions (knowledge, skills and attitudes) to previously infer the aforementioned competences. Then we set out for an experimental study. The methodology used in the research was qualitative, exploratory and participatory (collaborative). Survey data were collected in stages, during which we categorized data on competencies. We started by choosing the Mathematics teacher and with him the mathematical content to be worked on, based on the needs listed by him. Next, we developed a proposal for a Training Action for the construction and use of OVAs to equip the teacher with regard to the resource. We validated the VLO according to the GEDOVA Methodology from a technical and pedagogical point of view. The VLO was made available and used in the classroom with the aim of analyzing which new skills emerge during the use of the VLOs in the classroom. The instruments used in this data collection were interviews , videos of training recordings, records of the use of OVAs in the classroom and Google forms questionnaires . As a result of the research carried out, we present a set of 28 professional competences inferred from the theoretical framework built on teaching competences, on evaluation and on OVAs , as well as, through the identification and analysis of competences that emerged during the research carried out in collaboration with a teacher of Elementary School Mathematics. These competences were distributed as follows: Learning Assessment Category (2 in the Knowledge dimension, 4 in the Skills dimension and 2 in the Attitudes dimension), Mathematical Object of Knowledge Category (3 in the Knowledge dimension, 1 in the Skills dimension and 2 in the Attitudes dimension) and Category OVA (3 in the Knowledge dimension, 6 in the Skills dimension and 5 in the Attitudes dimension). It should be noted that these skills are interconnected and complement each other. Nor do we consider them as fixed goals to be achieved by teachers. We have a perspective that they illuminate the complexity of the teacher's and trainer's work, by revealing needs and difficulties of different orders (related to knowledge, skills and attitudes) that emerge from the evaluation proposal with the VLO, as well as potentialities to be explored and replicated in other teaching and assessment situations.