Resumo

LUCENA, Isabel Cristina Rodrigues de; DIAS, Josete Leal  e  BORRALHO, António Manuel Águas. Mathematics clasroom practices in the elementary school. Est. Aval. Educ. [online]. 2018, vol.29, n.70, pp.254-274. ISSN 1984-932X.  https://doi.org/10.18222/eae.v0ix.5107.

This article aims to characterize teaching practices that occur in the classrooms of the elementary school, in the area of mathematics, based on an international cooperative research. Conclusive and interpretative summaries were developed using a qualitative methodology in which data were gathered from classroom observations and interviews, grounded in an investigative matrix, which we called narratives. The analyses of these narratives showed the following results: assessment practices are still centered on classification; effective participation of students in the teaching and learning process is greatly reduced; lack of integration regarding the relationship among the processes of teaching, assessment and learning; among others. This study also shows that there is a desire to conduct an assessment for learning. However, it is necessary to strengthen the theoretical field on assessment so that, in the classroom, we can problematize and counter established practices.

Palavras-chave : Teaching and Learning Process; Learning Assessment; Mathematics; Early Years of Elementary School.

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