PERCEPTIONS OF MATHEMATICS TEACHERS ON ASSESSMENT PROCESSES

a propose of revision

Authors

  • Mauricio de Souza Machado Universidade Federal de São Paulo
  • Leonardo André Testoni Universidade Federal de São Paulo

DOI:

https://doi.org/10.48075/ri.v27i1.34803

Keywords:

assessment, mathematics teaching, teacher perceptions, assessment processes, teaching-learning

Abstract

This article investigates Mathematics teachers' perceptions of assessment processes in education, analyzing how their practices reflect their understanding of assessment. Based on a bibliographic analysis using Bardin's Content Analysis, the study explores challenges and innovations in assessment methods. Drawing on authors such as Hoffmann, Luckesi, and Freire, the importance of democratic and formative practices that value students' holistic development is emphasized. Results indicate that while teachers recognize the relevance of assessment as a pedagogical tool, traditional approaches still prevail, constrained by an emphasis on quantitative results and the pressure of large-scale external evaluations. The study also highlights advances in adopting inclusive methods, such as self-assessments and interdisciplinary projects. It suggests expanding teacher training focused on contextualized assessment practices and public policies that foster a more democratic and equitable evaluation culture.

Author Biographies

Mauricio de Souza Machado, Universidade Federal de São Paulo

Mestre em Educação Matemática pela Pontifícia Universidade Católica de São Paulo (PUC/SP); Especialização em Ensino da Matemática pela Universidade Estadual de Campinas (UNICAMP/SP); Especialização em Educação Matemática pela Universidade Guarulhos (GRU/SP); Graduação em Matemática Universidade Guarulhos (GRU/SP).

Leonardo André Testoni, Universidade Federal de São Paulo

Doutor em Educação (ênfase em Ciências e Matemática) pela Universidade de São Paulo. Mestre em Educação (ênfase em Ciências e Matemática) pela Universidade de São Paulo.

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Published

27-02-2025

How to Cite

MACHADO, M. de S.; TESTONI, L. A. PERCEPTIONS OF MATHEMATICS TEACHERS ON ASSESSMENT PROCESSES: a propose of revision. Ideação, [S. l.], v. 27, n. 1, p. 176–194, 2025. DOI: 10.48075/ri.v27i1.34803. Disponível em: https://e-revista.unioeste.br/index.php/ideacao/article/view/34803. Acesso em: 29 mar. 2025.

Issue

Vol. 27 No. 1 (2025): FORMAÇÃO DE PROFESSORES E NOVOS PARADIGMAS EDUCACIONAIS EM CONTEXTOS INTERDISCIPLINARES

Section

Artigos

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