Concepções de Avaliação na Educação Matemática

Abstract

This study aimed to analyze the different conceptions of assessment found in the papers presented at the 14th National Meeting on Mathematics Education (ENEM). Assessment is a crucial aspect of pedagogical practice and can directly influence student performance and development. The research, qualitative in nature and conducted through a bibliographic approach, consisted of the analysis of 20 papers within the thematic axis 1 – Assessment in Mathematics Education, which were part of the event's proceedings, providing a comprehensive view of the assessment conceptions adopted in the Brazilian context. The results indicate a growing appreciation for formative assessment, with an emphasis on continuous feedback, a qualitative approach considered essential to promote more satisfactory learning. In conclusion, the study highlights the need for a shift in the way assessment is being conducted to improve the quality of teaching and learning, both at the basic and higher education levels. It suggests that the academic community should continue exploring and adopting new tools and methodologies to enhance assessment in Mathematics Education.