2017-05-292017-05-292015-06-25SANTOS JÚNIOR, Augusto Fergusson dos. Ações avaliativas em ambiente de ensino e aprendizagem gerado pela modelagem matemática. 2015. 118 f. Dissertação (Mestrado) - Universidade Federal do Pará, Instituto de Educação Matemática e Científica, Belém, 2015. Programa de Pós-Graduação em Educação em Ciências e Matemáticas.https://repositorio.ufpa.br/handle/2011/8539This study aims to point evaluative actions evidenced in teaching and learning environment generated by mathematical modeling and consolidate them as argument for the use of modeling in educational contexts whether in Elementary School, Secondary School or University. To this end, we used a qualitative research of bibliographic nature consisting in the Experience Reports analysis of teachers who developed Modeling activities in the classroom and whose experiences were published in the VIII National Conference on Modelling in Mathematics Education – VIII CNMEM held in 2013. Since the documents considered dealing with experiences in Mathematical Modelling and not specifically the learning evaluation, we conducted a literature search of the meta-analysis type in order to extract and interpret evidence other than weren’t in the original research focus. For the conduct of the documental analysis, the methodology of the Discursive Textual Analysis was used, as Moraes and Galiazzi (2007), according to which it was possible to fragment and categorize relevant aspects regarding the phenomenon investigated. Data analysis according to the theoretical references of Mathematical Modelling and researchers in the field of learning evaluation pointed out that the teacher whose practices are systematized in teaching and learning environment generated by Mathematical Modelling shows interactive and retrospectives evaluative actions.Interactive evaluative actions indicate that during execution of the Mathematical Modelling activity, the teacher is willing to evaluate the student's knowledge construction, having the opportunity to verify the learning or intervene starting from the need revealed in the students demonstrations. Retrospective evaluative actions reveal that, after the completion of Mathematical Modeling activity, the teacher is willing to evaluate their own practice, in order to judge whether their objectives have been achieved and consider adjustments in their didatic choices to guide future practice. In that way, the Mathematical Modelling process provides teacher actions characterized by the link between teaching actions, evaluation and learning.Acesso AbertoModelagem matemáticaProfessores de matemáticaAvaliaçãoPrática de ensinoEstudo e ensinoModelos matemáticosAção avaliativaEnsino e aprendizagemEducação em matemáticaDissertaçãoCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA