Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Tonin, Ademilson Marcos |
| Orientador(a): |
Cury, Helena Noronha |
| Banca de defesa: |
Lima, Isolda Gianni de,
Costa, Denise Kriedte da |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Centro Universitário Franciscano
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/583
|
Resumo: |
This study is a qualitative research about learning assessment concepts used by Mathematics teachers. The trial took place at the Mathematics Degree Course in Federal Institute of Rio Grande do Sul (Instituto Federal do Rio Grande do Sul - IFRS) - Campus Osório. The purpose was to check if the pedagogical practices were based on conservative methods of teaching. The strategy used to collect data follows questionnaires and interviews, in addition to the analysis of the documents that guide the evaluation practices used in the course. Content analysis was used to interpret data. The result achieved in this particular situation showed that education plan and guiding documents work in the same line. Concerning learning assessments and teacher practices, it is possible to notice some innovation discourse in order to use a critical concept of teaching, but there are still some conservative evaluation practices, based on traditional education concepts. |
