INTERVENÇÃO NAS PRÁTICAS AVALIATIVAS EM EDUCAÇÃO MATEMÁTICA: UM ENSAIO À LUZ DE PESQUISAS DO GEPEMA

Abstract

This article explores the concept of intervention in the context of assessment practices in Mathematics Education, seeking to reflect on its role as a learning opportunity and research practice. The literature review highlights a variety of assessment instruments that enable assessment as a learning opportunity and, in this context, the practice of intervention emerges as relevant and necessary. The intersection between Realistic Mathematics Education, assessment as a research practice and the view of assessment as a learning opportunity provides an understanding of the role of intervention, considering students as protagonists in the process. The analysis reveals that interventions in assessment contexts have the function not only of providing feedback, but also to drive the development of mathematical thinking, promoting educational environments that provide opportunities for regulation of learning, both on the part of the teacher and the students. This theoretical essay aims to provide an opportunity for a discussion about the relevance of the intervention, highlighting its impact on the processes of teaching, learning, and assessment in Mathematics Education.

Keywords: Mathematics Education. Learning Assessment. Assessment Instruments. Intervention. Realistic Mathematics Education.