ASSESSMENT IN PRIMARY SCHOOL MATHEMATICS EDUCATION IN BRAZIL

Authors

  • Universidade Luterana do Brasil
  • Universidade Luterana do Brasil – ULBRA
  • Utrecht University
  • iPabo University of Applied Sciences

Keywords:

Classroom assessment, Large-scale assessment, Brazilian research, Mathematics education, Primary school

Abstract

In this study, we aimed to gain further knowledge about Brazilian primary school
teachers' assessment practices and beliefs in mathematics education. For this, we carried out an analysis
of curriculum documents and reviewed recent research literature on assessment in Brazil, permitting us
to answer the following research question: How are the mathematics assessment practices and teachers' beliefs, as
revealed in recent research, and how are these related to the conceptualization of assessment in Brazilian mathematics
curriculum documents? We found that teachers' assessment practices, as described in the reviewed research
between 2010 and 2017, did, in general, not reflect the conceptualization of assessment in the
curriculum documents. Furthermore, despite that the beliefs of most teachers on assessment reflected it
to be a process to improve teaching and learning, their mathematics assessment practices did not favor
assessment for learning. Still, they were mostly used as an instrument to determine students'
classification. We recommend a public policy in which teachers are offered opportunities for
professional development, focusing on formative assessment in mathematics education.

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Published

2020-10-30

How to Cite

JUTTA CORNELIA, EDNEI LUÍS, MARJA, & MICHIEL. (2020). ASSESSMENT IN PRIMARY SCHOOL MATHEMATICS EDUCATION IN BRAZIL. Educação Em Revista, 36(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/38087

Issue

Vol. 36 No. 1 (2020): v.36 (2020)

Section

Artigos

License

Creative Commons License

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