A AVALIAÇÃO EM MATEMÁTICA E A CONSTRUÇÃO DO CONHECIMENTO NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

Abstract

The present work refers to educational assessment focusing especially on the work with children from the early years of elementary school, identifying different concepts and research relevant to the theoretical study of the theme and the influence of different assessment practices, both for the teacher who assesses and for the student subject to this evaluation process, considering the educational, social and emotional scope, also relating other theories that develop from this, such as the error analysis defended by Luckesi (2001) and Pasinotto (2008). The research was carried out in a bibliographical way and still seeks to portray the history and characterization of the evaluation before some authors, such as: Hoffman (1994), Haydt (2007), Libâneo (2006), among others. The theme of assessment in mathematics was chosen with the aim of paying more attention to and looking at this aspect, in order to propose the transformation of this current scenario of systematic assessments, directly linked to traditional teaching. As a result of the research, it is notorious that, as with all issues related to education, the change in the evaluation processes moves slowly, even with the increase of discussions on the subject, but it is extremely important to reflect and transform the distorted view of evaluation controller created by society to understand it as a resource capable of contributing to children's cognitive, emotional and social learning and development.