Resumo

SILVA, Mônica  e  PIMENTA, Maria Alzira de Almeida. The numbers and the Decimal Numbering System: diagnostic assessment of elementary and middle school students. Sér.-Estud. [online]. 2022, vol.27, n.59, pp.193-217.  Epub 30-Maio-2022. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v27i59.1630.

The performance of Brazilian students in mathematics in systemic evaluations has revealed gaps. Considering that the Decimal Numbering System domain is the basis for learning mathematical concepts, the main question of this research was: what did the diagnostic evaluations applied in different series in Brazil and Portugal reveal? The general objective was to understand aspects related to the learning of numbers and their operations, presented in the resolution of the diagnostic evaluations. For data collection, we applied a evaluation, followed by its correction and analysis. We sought theoretical support from Vergnaud (2009), Desprebitéris (2001), Luckesi (2010), Fernandes (2006), and Caraça (2010), among others. The conclusion of this study was that diagnostic evaluations reveal key points of learning and that specifically in the classes surveyed, the interpretation of text, fractions, and the transition from formal language to algebraic language - in problem-solving - were not fully evaluated. In relation to diagnostic evaluations, these constitute a rich instrument, capable of mapping the concepts learning situation, serving as a starting point, and redirecting the conduct of the content to be reworked, as well as reviewing the pedagogical practices adopted for this purpose.

Palavras-chave : ddiagnostic evaluation; decimal numbering system; teaching numbers.

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