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Authors
Advisor(s)
Abstract(s)
O insucesso académico em Matemática é elevado. Documentos de política educativa
realçam as vantagens do trabalho em grupo e do recurso a tarefas diversificadas.
Estudos sobre desempenhos matemáticos iluminam a importância das interacções
sociais nas aprendizagens. Mas é preciso conhecer as capacidades e competências dos
alunos desde a primeira semana de aulas, para adequar as tarefas às características,
necessidades e interesses da turma. Elaborámos, no projecto Interacção e
Conhecimento, um instrumento de avaliação de capacidades e competências (IACC)
para ser utilizado por professores. Este estudo de caso intrínseco, inserido no
paradigma interpretativo, analisa o IACC, iluminando o processo de elaboração,
utilização, padrões de desempenho e impactes nas práticas, incluindo a formação. Os
participantes principais são os alunos (cerca de 600 turmas). O instrumento de recolha
de dados privilegiado é a recolha documental. O tratamento e análise de dados
baseou-se numa análise de conteúdo, emergindo categorias indutivas. Os resultados
iluminam os padrões de desempenho e os contributos do IACC para a promoção de
uma educação matemática de qualidade, intercultural e inclusiva.
Abstract: Underachievement in Mathematics is high. Educational policy documents stress the advantages of group work and diversified tasks. Studies regarding mathematical performances illuminate the importance of social interactions in learning. We need to know students’ abilities and competencies since the first week of classes to adequate the tasks to the characteristics, needs and interests of a class. In the Interaction and Knowledge project we elaborated an instrument to evaluate students’ abilities and competencies (IACC) and to be used by teachers. This intrinsic case study, developed in an interpretative paradigm, analyses the IACC illuminating its elaboration process, use, students’ patterns of performances, and its impacts upon practices, including teachers’ education. The main participants are the students (around 600 classes). The main datacollecting instrument is the documents. The data treatment and analysis was based in a content analysis, from which inductive categories emerged. The results illuminate students’ patterns of performance and the contributions of IACC to the promotion of a quality intercultural and inclusive mathematics education.
Abstract: Underachievement in Mathematics is high. Educational policy documents stress the advantages of group work and diversified tasks. Studies regarding mathematical performances illuminate the importance of social interactions in learning. We need to know students’ abilities and competencies since the first week of classes to adequate the tasks to the characteristics, needs and interests of a class. In the Interaction and Knowledge project we elaborated an instrument to evaluate students’ abilities and competencies (IACC) and to be used by teachers. This intrinsic case study, developed in an interpretative paradigm, analyses the IACC illuminating its elaboration process, use, students’ patterns of performances, and its impacts upon practices, including teachers’ education. The main participants are the students (around 600 classes). The main datacollecting instrument is the documents. The data treatment and analysis was based in a content analysis, from which inductive categories emerged. The results illuminate students’ patterns of performance and the contributions of IACC to the promotion of a quality intercultural and inclusive mathematics education.
Description
Keywords
Avaliação Capacidades e competências Matemática Evaluation Abilities and competencies Mathematics
Citation
Machado, R., César, M. (2014). Avaliação de Capacidades e Competências: Contributos para uma educação matemática de qualidade. In C. Tomás & C. Gonçalves (Org.). VI Encontro do CIED - I Encontro Internacional em Estudos Educacionais. Avaliação: Desafios e Riscos (pp. 450-468). Lisboa: CIED
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa