The conceptions and assessment practices in mathematics of a group of teachers of the 5th grade of elementary school and their relations with the Prova Brasil
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Abstract
This article aims to analyse the conceptions and mathematical assessment practices by early years teachers of a public elementary school in Federal District of Brazil, starting from a case study which seeks to recognize the transformations and movements of dialectic pairs associated to the educational practice as work space, which in order to converge to the pedagogical action focused on the students learning. The participants were the teachers of 5th year classes of this institution. The use of semi-structured individual interviews, questionnaires, observation guidelines (with registration in a field diary) and documentary analysis allowed the data capture for the qualitative analysis. We consider the necessity to enlarge the teachers’ conceptions about the use of formative and learning assessments in mathematics, through the actions focused on continuous formation, in order to overcome: the curricular dimensions proposed by descriptors of large-scale assessments, the teachers alienation and the mechanical transmission of knowledge.
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