Learning Evaluation in Mathematics Teaching Degree and the Possible Implications for Teacher Training
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Na última verificação automática (03/10/2026), não respondeu na fonte: PDF (HTTP 403). O endereço é mantido e volta a ser verificado no próximo ciclo; se o link não abrir, tente mais tarde ou use a página oficial.
Resumo
This study aims to analyze the perceptions of undergraduates in Mathematics Teaching on the evaluation practices of their teachers of specific content subjects and the possible implications of this practice in their training as teachers. It is a qualitative research, expositive and explicative, developed in a Mathematics Teaching degree in a Brazilian Federal University. We used random non-probabilistic sample to select the course and the students. To produce the data, we used: documental analysis, class observation, interviews, group talks, and social networks – Facebook and WhatsApp groups, followed by content analysis. The main intervening which emerged from the data were indications of possible dispositions composing the habitus of mathematics teachers. From these dispositions, undergraduates indicated, directly and indirectly, the legitimizing role of the evaluation practices in the subjects of mathematics content as a way of symbolic violence, when mentioning the tension between the bachelor’s and the teaching degrees, and criticizing or defending the expositive classes with demonstrations, the rigor of classificatory tests, and the relationship teacher-student with little dialogue. The analysis shows that the students do not clearly see the implications of these evaluation practices on their training as teachers. In this context, they have shown a propensity to incorporate the habitus of the mathematics teacher, becoming possible reproducers of a pedagogical practice focused on transmission and traditional evaluation in their future.
Dados da obra
- Tipo
- Artigo
- Periódico
- The Mathematics Enthusiast, v. 19, n. 2, p. 442-469
- Ano
- 2021 (2021-12-17)
- Idioma
- en
- Palavras-chave
- learning assessment; mathematics teacher education; assessment practices; habitus; symbolic violence; teacher professional development; traditional assessment; teacher-student relationship; mathematics content courses
- Temas
- Avaliação, Formação de Professores de Matemática
- DOI
- 10.54870/1551-3440.1560
- ISSN
- 1551-3440
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
PINHEIRO, Niusarte Virgínia; ZAIDAN, Samira. Learning Evaluation in Mathematics Teaching Degree and the Possible Implications for Teacher Training. The Mathematics Enthusiast, v. 19, n. 2, p. 442-469, 2021. DOI: https://doi.org/10.54870/1551-3440.1560.
APA
Pinheiro, N. V., & Zaidan, S. (2021). Learning Evaluation in Mathematics Teaching Degree and the Possible Implications for Teacher Training. The Mathematics Enthusiast, 19(2), 442-469. https://doi.org/10.54870/1551-3440.1560
BibTeX
@article{pinheiro2021,
author = {Pinheiro, Niusarte Virgínia and Zaidan, Samira},
title = {Learning Evaluation in Mathematics Teaching Degree and the Possible Implications for Teacher Training},
year = {2021},
journal = {The Mathematics Enthusiast},
volume = {19},
number = {2},
pages = {442-469},
doi = {10.54870/1551-3440.1560},
language = {en}
}RIS
TY - JOUR AU - Pinheiro, Niusarte Virgínia AU - Zaidan, Samira TI - Learning Evaluation in Mathematics Teaching Degree and the Possible Implications for Teacher Training PY - 2021 JO - The Mathematics Enthusiast VL - 19 IS - 2 SP - 442 EP - 469 DO - 10.54870/1551-3440.1560 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
The problem posing capacities of pre-service post-primary mathematics teachers: insights from an Irish university
Frontiers in Education, v. 11 · DOI 10.3389/feduc.2026.1851481
-
MEDIACIÓN PEDAGÓGICA DE LAS TIC COMO ARGUMENTO PARA LA ENSEÑANZA DE LA MATEMÁTICA EN COLOMBIA
LÍNEA IMAGINARIA, v. 23, n. 2 · DOI 10.56219/lneaimaginaria.v23i2.5133
-
ENSEÑANZA DE LA MATEMÁTICA EN CONTEXTOS RURALES: UNA REVISIÓN DOCUMENTAL SOBRE INCLUSIÓN Y SABERES LOCALES
Dialéctica, v. 2, n. 31 · DOI 10.56219/dialctica.v2i31.6388
-
Exploração, Proposição e Resolução de Problemas no Ensino de Matemática:
Perspectivas da Educação Matemática, v. 19, n. 53 · DOI 10.46312/fr5pze40
Em verificação -
Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental
PARADIGMA · DOI 10.37618/paradigma.1011-2251.2026.e2026006.id1752
Download disponível Baixar PDF na fonte: Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental (abre em nova aba) Acessar texto completo: Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental (abre em nova aba)