O olhar dos professores de matemática sobre a prova escrita

Abstract

In this paper we present an overview of learning and written assessment. This learning process enhances the positive specificities of those involved, the student becomes the holder of knowledge, waiting for more motivated and committed. Thus, the general objective of this research was to investigate the types of evaluation systems used in the classroom by Mathematics teachers. Already as specific objectives to study the relationship between the teacher and its methodology and to analyze the different proposals on an evaluation system differentiated from the traditional one. In the theoretical basis, it presents the discussion about the written test as a learning assessment and the perspective of teachers on the subject. As for the methodology applied, it was a bibliographical review, this study is a bibliographical research with a qualitative approach. According to Gil (2010), a bibliographical research provides a wide range of information, in addition to allowing the use of data dispersed in numerous publications, also helping in the construction, or in the best definition of the conceptual framework that involves the proposed object of study. In view of all that has been exposed, it is evident that the written assessment of mathematics is a subject of discussion among students, teachers and the pedagogical team, causing divergence between opinions and thus serving as a search tool for improvements in the teaching of this discipline.