Avaliação formativa de aprendizagem em modelagem Matemática

• Ano de defesa: 2017
• Autor(a) principal: Anchieta, Ricardo José Fernandes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Educação matemática; Modelagem matemática; Avaliação formativa; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Mathematics education; Mathematical modeling; Formative assessment
• Link de acesso: http://ri.ufmt.br/handle/1/5094

This study refers to a qualitative research in the area of Mathematical Modeling, whose objective was to analyze a methodology for the evaluation of learning in activities of this teaching strategy. We investigated the contributions that this proposal of formative evaluation brings to the students when they are involved in the construction of mathematical models. The theoretical basis of the research was based on the assumptions of Mathematical Modeling and Evaluation of learning, focusing on the formative evaluation, represented by several researchers in these areas and as epistemological foundation, the Constructivist Theory as a way to subsidize the evaluation of the learning inserted in the teaching process and learning. The research was carried out with students of the 2nd year of the Technical Course in Environment and Technician in Visual Arts of the Federal Institute of Maranhão, São Luís Campus - Historical Center and the data were constructed from the written works, field diaries and observations of the researcher / teacher, in two moments, without the proposal and the proposal. The analysis was constructed from the Content Analysis method. The analysis of Mathematical Modeling activities before the proposal showed a motivating methodology, but along the stages defined by Burak (2010) we find obstacles characterized by the difficulty of the students in different points. In the activities with our proposal of evaluation of learning we noticed a significant progress in the development of these activities, determined by the orientation of the monitoring reports that allowed to identify the obstacles at each stage of Mathematical Modeling. We believe that this evaluation process in a constructivist perspective, requires an approximation of the mediating teacher, acting with the students in the construction of knowledge.