期刊名称：Bolema: Mathematics Education Bulletin = Bolema: Boletim de Educação Matemática
印刷版ISSN：1980-4415
出版年度：2009
卷号：22
期号：33
页码：189-204
语种：Portuguese
出版社：UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas
摘要：This paper reports on a study using qualitative analysis of an intervention, developed with students from a public middle school, located in Maua, Sao Paulo. The objective was to discuss how the diversity of assessment tools can contribute to significant mathematical learning. Both formal and informal components of the evaluation process were analyzed. All assessments studied in this work were embedded in the process of teaching and learning mathematics, and were used as formative assessments. Through an interpretative analysis of all the data, case studies were developed, showing evidence of improved performance of the students with respect to the mathematical understanding of the topics studied. It also shows the importance of using a collection of diverse assessment tools in formal and informal evaluations of the learning of mathematics. Key words: Assessment. Mathematics Education. Middle School.
其他摘要：This paper reports on a study using qualitative analysis of an intervention, developed with students from a public middle school, located in Maua, Sao Paulo. The objective was to discuss how the diversity of assessment tools can contribute to significant mathematical learning. Both formal and informal components of the evaluation process were analyzed. All assessments studied in this work were embedded in the process of teaching and learning mathematics, and were used as formative assessments. Through an interpretative analysis of all the data, case studies were developed, showing evidence of improved performance of the students with respect to the mathematical understanding of the topics studied. It also shows the importance of using a collection of diverse assessment tools in formal and informal evaluations of the learning of mathematics. Key words: Assessment. Mathematics Education. Middle School.
