Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
FERREIRA, Edmara Patrícia Américo |
| Orientador(a): |
ESPÍNDOLA, Elisângela Bastos de Melo |
| Banca de defesa: |
SIMÕES NETO, José Euzebio,
SANTOS, Luciana |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9743
|
Resumo: |
The implementation of the New High School in public and private schools in Brazil has led to changes in the practices of evaluation of students' learning, and educational institutions are responsible for defining their assessment instruments. In this scenario, this research aims to analyze the potential of digital portfolios, produced by high school students of a school unit of the Social Service of Industry (SESI), as an evaluation instrument in Mathematics.To do so, we reviewed literature on portfolio assessment in the field of Education and Mathematics Education. In the methodological design of the research stages, we relied on the assumptions of case study and documentary research. In the first stage, we sought to study the implementation of the portfolio in the assessment of SESI network students. In the second stage, students who could provide us with their Digital Mathematics Portfolios for analysis were selected through a questionnaire. In the third stage, the analysis of ten portfolios, selected in the previous stage, was conducted based on topics guided by the school institution, such as: students' difficulties, achievements, study plan, bimonthly assignments, self-assessment, among others. The research results indicate that the digital portfolio emerges as a promising assessment tool for teaching Mathematics. Its application reveals significant contributions to promoting self-assessment, autonomy, and self-reflection among students regarding their own learning paths. |
