Obstáculos linguísticos na Avaliação Municipal das Aprendizagens (AMA) de matemática do 5º ano de escolas públicas de Muaná-PA

Abstract

By recognising that Assessment is a fundamental and inseparable part of teaching and learning in schools, the aim of this work is to investigate linguistic problems in Mathematics exams from the editions of June and December 2023 of the Municipal Assessment of Learning (AMA) administered to 5th year students in the municipality of Muaná-PA, under the hypothesis that language-related issues could be hindering student performance in the AMA exams, and having results that could impact the way teaching is planned and organised in this municipality, given that such assessments have a diagnostic nature. The research is qualitative and documentary in nature and seeks to answer the following question: what linguistic obstacles exist in Mathematics exams of the Municipal Assessment of Learning (AMA) from public schools in the municipality of Muaná-PA? As a result, the investigation demonstrates that language issues can be observed in the way mathematical questions are presented to the students, exhibiting inappropriate use of natural language, leading to errors, misunderstandings and ambiguities that can influence responses and low performance in exams, as shown in the general reports of the schools in the municipality. We conclude that the correct use of natural language in written exams and tests that aim to assess students' mathematical learning needs to be looked at with more attention, as the assessment serves to diagnose what students learn in a study cycle, it needs to be well designed to assist the student in how to proceed during the examination, given that their results will be used to inform the planning aimed at adjusting the entire teaching and learning process in the municipal network.