Práticas de avaliação na resolução de problemas aritméticos no 1º Ciclo do Ensino Básico

Abstract

In this doctoral thesis we analyses the practices of assessment of solving mathematic problems during typical classroom activities in the 1st Cycle of Basic Education in Portugal. For this purpose, apart from the first preliminary work, we have created two empirical studies with a mixed methodological approach, which combined quantitative and qualitative analysis based on cognitive techniques of “self-report”, observation and analysis of classroom discourse. The first study was prepared in a context of “blind” assessing a mathematics test. The second study was made in a context of tutorial assessment activity more typical of mathematics classes: a focused public assessment of a student called to the blackboard to solve an arithmetical problem.The data obtained through both studies lead to a common conclusion that cognitive comprehension abilities and mathematical reasoning shown by the students in problems solving are considered as priority assessment criteria by the great majority of teachers participating in the research. To the contrary, those criteria related to assessment of creativity, self-governing abilities and formal aspects of the problems demonstrated little relevance. In the last part, we discuss scientific and educational implications of these conclusions and analyze thesis limitations and directions of the future research.