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Abstract(s)
Esse artigo diz respeito a um estudo desenvolvido com alunos do ensino secundário em
Matemática, onde se introduziu ao longo de todo um ano lectivo uma prática intencional
de avaliação reguladora. Esta prática consistiu numa estratégia pedagógica em que os
alunos tinham de interpretar a tarefa proposta, descreverem por escrito a estratégia de
resolução e posteriormente resolverem-na. Coube ao professor dar feedback às produções
dos alunos, variando ao longo do ano a sua incidência. Optou-se por uma metodologia
interpretativa, recorrendo-se à observação, com registo áudio, e à análise documental
das produções dos alunos, do diário de bordo e reflexões do professor. Este estudo
evidencia que esta estratégia é potenciadora de aprendizagem, contribui para os alunos
reformularem raciocínios erróneos e evita a persistência de erros ou incompreensões.
Por ser contrária a uma prática corrente, levanta contudo dificuldades aos alunos e
desafia o professor a reflectir e a interagir com outros.
This article reports on a study involving secondary students in mathematics, where formative assessment was introduced throughout the school year. In this teaching strategy students had to interpret a task, write the resolution strategy and then solve it. The teacher gave feedback to the pupils on their outcomes, changing the focus of the feedback over the year. An interpretive methodology was chosen, using observation, with audio recording, and document analysis of students’ work, logbooks, and teacher reflections. The study pointed out that this strategy contributes to the learning process, helps students to reformulate incorrect reasoning, and prevents persistent errors and misunderstandings. It is the opposite of standard practice, in that it raises difficulties for the students and challenges the teacher to reflect and interact with others.
This article reports on a study involving secondary students in mathematics, where formative assessment was introduced throughout the school year. In this teaching strategy students had to interpret a task, write the resolution strategy and then solve it. The teacher gave feedback to the pupils on their outcomes, changing the focus of the feedback over the year. An interpretive methodology was chosen, using observation, with audio recording, and document analysis of students’ work, logbooks, and teacher reflections. The study pointed out that this strategy contributes to the learning process, helps students to reformulate incorrect reasoning, and prevents persistent errors and misunderstandings. It is the opposite of standard practice, in that it raises difficulties for the students and challenges the teacher to reflect and interact with others.
Description
Keywords
Educação matemática Auto-avaliação regulada Aprendizagem em matemática Interacção avaliativa Avaliação formativa Mathematics education Self-regulated assessment Mathematics learning Assessment interaction Formative assessment
Citation
SANTOS, Leonor; PINTO, Jorge - Auto-avaliação regulada em matemática: dizer antes de fazer. Bolema [Em linha]. 22:33 (2009) 51-68. [Consult. 1 nov. 2013]. Disponível na Internet:<URL:http://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/2953>. ISSN 0103-636X.