AVALIAÇÃO DA APRENDIZAGEM DA TEMÁTICA NÚMEROS NOS ANOS INICIAIS: O QUE NOS DIZEM AS TESES E DISSERTAÇÕES BRASILEIRAS

Abstract

Numbers permeate children's lives in various forms from an early age. Since they are so present in the social environment and in relationships inside and outside school, their perception seems to be “natural”. Therefore, teaching and learning, if underestimated, can bring social, emotional, and educational losses to the child, especially in math. Therefore, the observation of learning progression in school, a function attributed to learning assessment, is crucial for the (re)organization of the numeracy teaching process. To understand the ideas and empirical experiences on learning assessment in the thematic unit of numbers in the 1st year of elementary school, a systematic literature review of Brazilian theses and dissertations available in the Capes Catalog and Brazilian Digital Library until June 2023 was proposed. Using the inter-rater agreement approach, 339 papers were found, of which 20 were selected to form the analysis corpus. Using Bardin's Thematic Analysis of Content Analysis, 4 categories and 16 subcategories were proposed, which were derived a posteriori from 102 units of recording. Based on this systematization, reflections were made on the convergences, differences, and dispersion between the assessment experiences, as well as on the contributions, limitations, and possibilities in the assessment of numeracy learning.

Keywords: Systematic literature review, Early Years Grade, Mathematics, Assessment instrument, School assessment.