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dc.contributor.authorJusto, Jutta Cornelia Reuwsaat
dc.contributor.authorBecher, Ednei
dc.contributor.authorVan den Heuvel-Panhuizen, Marja
dc.contributor.authorVeldhuis, Michiel
dc.date.accessioned2021-02-12T14:27:35Z
dc.date.available2021-02-12T14:27:35Z
dc.date.created2020-11-10T09:40:46Z
dc.date.issued2020
dc.identifier.citationJusto, J. C. R., Becher, E. L., van den Heuvel-Panhuizen, M. & Veldhuis, M. (2020). Assessment in primary school mathematics education in Brazil. Educação em Revista, 36: e212670. doi:en_US
dc.identifier.issn1982-6621
dc.identifier.urihttps://hdl.handle.net/11250/2727833
dc.description.abstractIn this study, we aimed to gain further knowledge about Brazilian primary school teachers' assessment practices and beliefs in mathematics education. For this, we carried out an analysis of curriculum documents and reviewed recent research literature on assessment in Brazil, permitting us to answer the following research question: How are the mathematics assessment practices and teachers' beliefs, as revealed in recent research, and how are these related to the conceptualization of assessment in Brazilian mathematics curriculum documents? We found that teachers' assessment practices, as described in the reviewed research between 2010 and 2017, did, in general, not reflect the conceptualization of assessment in the curriculum documents. Furthermore, despite that the beliefs of most teachers on assessment reflected it to be a process to improve teaching and learning, their mathematics assessment practices did not favor assessment for learning. Still, they were mostly used as an instrument to determine students' classification. We recommend a public policy in which teachers are offered opportunities for professional development, focusing on formative assessment in mathematics education.en_US
dc.language.isoengen_US
dc.publisherFaculdade de Educação, Universidade Federal de Minen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleAssessment in primary school mathematics education in Brazilen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2020 The Author(s)en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.volume36en_US
dc.source.journalEducação em Revistaen_US
dc.identifier.doi10.1590/0102-4698212670
dc.identifier.cristin1846412
dc.source.articlenumbere212670en_US


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal