Avaliação da aprendizagem em matemática na Educação Infantil: um estudo de teses e dissertações nacionais

Abstract

This dissertation discusses the assessment of learning in mathematics in Early Childhood Education, considering its relevance to the child's integral development and to the improvement of teaching practice. Therefore, the objective of this study is to analyze how the assessment of learning in mathematics in Early Childhood Education is being addressed through theses and dissertations. To this end, a state-of-the-art review was conducted, guided by the question: "What are the characteristics of the assessment of learning in mathematics in Early Childhood Education as expressed in theses and dissertations?". The Brazilian Digital Library of Theses and Dissertations (BDTD) and the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) were used to select the works, resulting in the inclusion of nine works, eight dissertations and one thesis, that met the established criteria. The methodology employed consisted of an in-depth analysis of selected works, which address topics such as assessment in the pedagogical routine, the historical-cultural theory, the use of digital games, assessment reports, and the construction of psychometric instruments. This research seeks to understand the transition from a predominantly classificatory assessment model to a diagnostic and formative approach. It is expected that the study will contribute to describing and characterizing the assessment of mathematics learning in early childhood education, providing support for improving pedagogical practice and advancing public policies in the field.