Banca de DEFESA: VALDIR SODRÉ DOS SANTOS

FORMATIVE ASSESSMENT IN MATHEMATICS: THE ROLE OF FEEDBACKS IN PROMOTING LEARNING

Feedback, Assessment, Mathematics Education. Classroom Communication. Dialogicity. Teaching practice.

The general objective of this research is to analyze to what extent feedback is present in the teaching and assessment processes in mathematics in a 3rd year high school class in a public school in the Federal District, analyzing the feedback in relation to the time so that students, upon receiving it, are aware of the learning goal and are able to act on it; analyzing the amount of feedback offered so that students obtain a significant content in order for them to understand what to do (differing from case to case), providing them with the opportunity to develop a "learning moment"; analyzing the way in which feedback is given to students; analyzing the responses to listening in the communicative space of the classroom whose purposes are to adequately reach students with specific feedback; analyzing the teacher's perceptions about teaching, learning and assessment in mathematics; and analyzing the students' perceptions about learning assessments and the feedback related to them. Feedback as a “didactic strategy for assessing learning in Mathematics” (EDAAM) can be understood as a movement of change and avant-garde, not only for the actors involved in the teaching-learning process, but especially for the school, in an opportunity to reflect on the nature of knowledge from a shared perspective in the production of meanings in communication, in which dialogue becomes fluid between metacognitive and self-regulatory processes and learning is supported by the democratic development of citizenship, accompanied by investigative cooperation of the reality exposed in the educational context of the classroom and school. This research is part of the fundamentals of qualitative research and participant observation in nature, and descriptive research in terms of objectives. This investigative work prioritizes the sampling of behaviors, which requires participant observation to look at the broader context, in which the occurrences of certain behaviors in a given period must be recorded with observations about the individuals. The temporal sampling method is also adopted, in which observations are recorded periodically, based on the random selection of sampling moments, reducing the researcher's workload, since there are occurrences of a diversity of data collection resources such as notes, individual interviews, reflective diaries, audio recordings and questionnaires. The importance of feedback in the context of Mathematics Education is emphasized, highlighting it as a fundamental aspect for the advancement of research and for innovation in the way mathematical knowledge is transmitted. Feedback is a topic lacking in current research in Mathematics Education, indicating that there is a growing interest in understanding how feedback can impact the learning process and the development of mathematical knowledge. Relating the specific objectives with the supporting objectives called here in the thesis and supported by the list of aspects interconnected to them, and supplemented by the aspects outlined together with the general objective, it can be inferred that we have verified the full achievement of the objectives outlined in this investigation in vogue. Nevertheless, all the success mentioned here is due to a successful partnership between the researcher, the teacher and the students, which demystified the possibility of using participant observation in this research to create the presence of a being outside the established routine, in order to minimize the impacts and disturbances in the environment. To achieve this, it was necessary to respect the places and dynamics that constitute the relationship between the teacher and her classroom. The extraordinary welcome given by the researcher, even taking countless field notes on the behavior and activities of the individuals at the research site to record his observations, was in itself a successful exercise in feedback, in its purest essence, by the teacher and the students in the research environment over approximately five months of a school year, that is, practically half of the class's course period.