Between speech and mathematical evaluation practice in the first years of schooling

Abstract

The article aims to discuss mathematical evaluation practices declared by two teachers from the earliest years of Elementary School. For this purpose, we used data from a study conducted in 2016, in which the objective was to understand the discourses on mathematical evaluation. The methodology adopted is qualitative descriptive-analytical in which we use semi-structured interviews to collect data related to the situation studied. From the analysis, it was evidenced that both teachers report being important to have a written record for the evaluative practice (written test), however, in only one case the teacher describes the use of other materials and methods for the students’ evaluation process, for example, seminars and/or group work. In summary, we can conclude that, based on the collected data, the thematic evaluation is still incipient in the programs of initial and continuous training.