Os momentos didáticos e a avaliação formativa

Abstract

This overview research references to the problematics of scholar evaluations in mathematics, presuming this as a matter of the teaching staff with mathematics in basic studies. The confrontation of the problem in the context of formative evaluation in the way that the knowledge can be built in the interweaving of triad teaching-learning-evaluation, considering as conditions and restrictions resulting of the knowledge and institutions that it lives. that way it was insert in the Research Epistemological Program in mathematics’ didactics, more precisely in Anthropologic Theory of Didactic, which the didactic moments articulated with presumptions of formative evaluation enabled proposing a model’s evaluation named as Formative Evaluation Didactic-Mathematic. This structure establish itself as answer to the questioning: in what way the professor can realize a formative evaluation relative to the mathematic knowledge taught in class, in the sense of evaluate the learning in the schooling? therefore it was developed a Path of Study and Research, which resulted in systems aids around those it was represented the Path of Study and Research on a Community of Educational Practice what motivated the experience of the evaluative model as educational technique with the students in the class room, through development of a tasks system to the study of analytical geometry. The praxeological analyses in growing difficult was assumed as reference to analyse the productions arising of community of practices and class room, in what it was emphasize the crucial moments of evaluation, the communications and feedbacks in the perspective of regulation of study’s process in confrontation of tasks and techniques types.