Avaliação escolar em matemática nos anos finais do ensino fundamental

Abstract

This paper aims to analyze how the mathematics teachers of the final years of elementary school evaluate the academic performance of their students. It is intended to process the information obtained in bibliographic research and/or subsidized by teachers in school activities, enabling a reflection on the methods of evaluation and difficulties that arise in the final years of elementary school. Through interviews with 13 mathematics teachers from public and private schools, we sought to find out how teachers have their students assessed. This is a qualitative research, since it's data is collected through a questionnaire, where the teacher's individuality and their interaction with the environment are central to the investigation. The first chapter will bring an overview on the literature used as basis for the development, and guidelines of the National Curriculum Parameters.The second chapter is devoted to analysis of data collected through the semi-structured questionnaires. The questionnaire consists of closed questions where the respondent marks the alternative that is consistent with the evaluation method used by him, and mixed questions where the teacher can make considerations on the questions answered. The third chapter includes a comparison between what is discussed in the National Curriculum Parameters, the LDB and the current educational concepts and the reality of school evaluation in the classroom, according to the teacher's questionnaires. The fourth and final chapter will present the final conclusions of this research.