Potencialidades da tecnologia para avaliação em matemática

Abstract

This investigation aims to identify the possibilities of using technology to assess learning in mathematics in order to contribute to studies on the subject considering the role of the educator in the teaching, assessment and learning process. In addition, it was intended to specify which technological tools can be used to assess mathematics and describe the benefits and risks of such tools. The investigation was carried out through an intrinsic case study with a qualitative approach of an interpretative character, taking the classroom as a unit of analysis. The case investigated is centered on the evaluative practice of a mathematics teacher who teaches at a state public school in the city of Belém / PA, carrying out evaluations with formative characteristics and with the aid of technological resources. As a result, it was observed that the technologies contribute to formative assessment practices and assist the teacher in delivering personalized feedbacks, as well as optimizing the task correction process and identifying the students' pedagogical needs, providing more time for dedication in the development of strategies education.