TAREFAS EXPLORATÓRIAS E AVALIAÇÃO FORMATIVA: CONTRIBUIÇÕES PARA A AUTOEFICÁCIA DISCENTE NO ENSINO DE GEOMETRIA

Abstract

In this article, we present reflections on the actions undertaken by a group of students from the Youth and Adult Education (EJA) 3rd stage of a public school in Belém, Pará, Brazil, during a sequence of tasks. These reflections originated from episodes of a completed professional master's research in mathematics teaching. In addition to seeking to highlight possible evidence between formative assessment and exploratory tasks, with a view to contributing to the debates on the assessment of geometry teaching and learning, we aim to investigate in which aspects formative assessment contributes to student self-efficacy. For this purpose, we used results from a qualitative exploratory study, employing content analysis. In developing the proposal, we make explicit the possible relationships between the aforementioned fields of interest. Written records of the responses to the mathematical tasks were used as data collection instruments. The results point to a relationship between vicarious experiences and successful experiences articulated with feedback, enabling students to transition from spontaneous to scientific concepts, identify the unit of measurement in geometry, approach mathematical language, and increase self-efficacy.

Keywords: exploratory tasks, self-efficacy, formative assessment, Geometry, EJA.