Banca de QUALIFICAÇÃO: VALDIR SODRÉ DOS SANTOS

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

Assessment. Assessment in Mathematics. Feedback. Mathematical learning.

Assessment is a topic that has been widely discussed in various contexts, either because of its relevance in everyday classrooms, as well as to discuss educational public policies based on the results of external evaluations (SAEB, PISA etc.). The focus of this project is the assessment of learning in the classroom class and aims to analyze to what extent feedback is present in mathematics assessment processes in a 1st year high school class from a public school in DF. This investigation is part of the nature, in the foundations of qualitative and observational research participant and, regarding the objectives, as descriptive research. It is indicated that: (a) the participants in this investigation will revolve around a teacher of a public education establishment in the Federal High School District of an Administrative Unit of the DF with one of its operating groups, which represent around 40 students, of both sexes, with ages varying around 15 to 16 years old. The information that will be analyzed will be obtained through monitoring/observation of classes, questionnaires, conducting interviews (with the teaching professor and some students). A relevance of the proposed research lies in the possibility of explaining and analyzing these feedbacks, in order to understand how the learning paths of students have an impact on the teacher’s professional development and, consequently, in teaching practice and student learning. Making this understanding public can contribute to the formation of subjects who work in the school environment.