DIFFERENCES AND SIMILARITIES BETWEEN THEORY AND PRACTICE ON THE EVALUETIVE MATHEMATICS REPORTS IN TWO STATE SCHOOLS OF MATO GROSSO, BRAZIL
Keywords:
Evaluation, Fundamental teaching, MathematicsAbstract
This text is part of a study that aims at analyzing and understanding evaluation conceptions and
the mathematical knowledge of elementary school teachers. We try to understand the conceptions expressed through evaluative reports and how the reports are developed. Data collection took place
in five state schools of the municipal district of Cáceres, Mato Grosso, involving elementary mathematics teachers. We chose to perform qualitative research followed by an interpretative analysis of the data collected. Off all schools studied, we found two that performed the evaluation through report cards. It is this part of the research that we bring for discussion in this article: the analysis of the evaluative cards and the reasons for their adoption. Among the reasons listed by teachers were lack of training to accomplish the tough task of evaluating and crowded classrooms.
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References
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