Resumo

MACIEL, Alessandra de Oliveira; MAGALHAES JUNIOR, Antonio Germano  e  BEZERRA, Sarah. Training, knowledge and assessment practices: a state of the art. Sér.-Estud. [online]. 2018, vol.23, n.48, pp.91-109. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v23i48.1111.

The purpose of this article is to establish a framework of studies related to the theme of the triad, training, knowledge and evaluation practices in the degree course in Mathematics. The methodology used was the qualitative research, through a bibliographical survey, carried out in different search instruments, called the State of the Question. For data collection we used the bibliographic analysis of the scientific works extracted from the Portal of Periodicals of the Coordination of Improvement of Higher Level Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations (BDTD). The basic theoretical framework was anchored in the studies of Tardif (2014), Gauthier et al (1998), Nóbrega-Therrien; Therrien (2011), among others. As a result, the research pointed to the distance from the discussions about the evaluation of the learning in the degrees in mathematics and the necessity, according to the teachers studied, of a formation in the scope of the universities with respect to the evaluation that favored their practices in order to surpass the aspects technical and approach a formative evaluation.

Palavras-chave : teacher training; degree in mathematics; evaluation.

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