Avaliação das aprendizagens – conceções e práticas seguidas por professores de matemática

Abstract

This work seeks to identify and analyze conceptions and learning evaluation practices of two STP mathematics teachers in higher education, highlighting some factors that influence these conceptions and practices. The study follows a qualitative methodological approach using two case studies. The triangulation of data, collected through questionnaires, interviews and analysis of evaluation materials, reveals that teachers reflect, in their speeches, conceptions associated with evaluation for learning, as their practices are closer to an evaluation of learning, reinforcing its classification function.