Um framework conceitual para apoiar a proposição de instrumentos de avaliação da aprendizagem matemática a partir da unidade temática Números

Abstract

It is common for computer science, in collaboration with mathematics education, to propose digital technologies to support teachers who teach mathematics. However, digital technologies specifically designed for the assessment of activities, especially as learning assessment tools, are still uncommon. However, the proposal of these technologies by software developers requires attention because mathematics education encompasses its own theories, methods, practices and values. Therefore, it is important to know this framework to ensure the suitability of the proposed digital technologies. One way to do this is through frameworks, which we hypothesized would be able to describe a common conceptual structure for an assessment tool that supports the development of digital games to assess mathematical learning. Given this scenario, the following question arose: what framework can be derived from the literature to support the proposal of assessment tools based on the Numbers in the Early Years thematic unit? Based on two literature reviews, one on assessment experiences in the 1st grade classroom and another on frameworks in mathematics education, a common structure for an assessment tool was abstracted through a conceptual framework to support the proposal of digital games in assessing the learning of the concept of number. The proposed framework consists of four conceptual components (theories and/or practices, assessment object, language, and data) and eight relationships that connect the components through contextualization measures (conceptualization, form and mode, communication, and interpretation) and recontextualization (modeling, pronunciation, expression, and evidence) to support the proposal and application of an assessment tool. Each of the components and relationships was discussed and analyzed together with different approaches, theories and practices of mathematics education. From the analysis, we were able to deduce that the abstraction proposed in the framework is general and plausible and can serve as a reference for proposing assessment tools, whether digital or not. It is not only applicable to the assessment of number concept, but also to other mathematical or non-mathematical knowledge and can be applied to other grades, levels or teaching modalities. Although it was proposed to support software developers in the creation of digital games as assessment tools, the framework describes a conceptual structure common to several that can, for example, favor dialog in a multidisciplinary team; teacher education, by describing a tool to help develop or define criteria for the selection of existing tools; or even the field of mathematics education, as a synthesis of research on learning assessment tools.