O uso de portfólios na avaliação em matemática como motivador para escrita dos alunos sobre sua aprendizagem e reflexão da prática pedagógica

Abstract

The present dissertation reports on an experience during the years 2013 to 2015, with the use of Portfolios as part of the evaluation process and as a strategy to motivate the writing of students about their learning in mathematics classes. During the study period, which comprised three years: 2013, when students were in 6th grade; 2014, when they were in 7th grade; and, 2015, when they studied in the 8th grade, the teacher used the Portfolio as an evaluation tool in a school in the municipal network of the city of Pelotas, Rio Grande do Sul. For the research, two students who participated in the three consecutive years of the experience with the use of Portfolio were randomly selected, through a lottery. The portfolio, with regard to the student, is seen as an instrument that enables the writing autonomy over their learning; for the teacher, it is used as an analysis tool of their pedagogical experience. In this sense, the study presents a qualitative approach, since there is the presentation of the data collected and the analysis of the writing of the Portfolios through the interpretation of the issue "writing and mathematical evaluation". Finally, the use of Portfolios in evaluation, besides giving students subsidies to understand the learning processes, gives them the opportunity to learn through their own built paths. To the teacher, it allows to understand the learning processes of the students, besides analyzing their pedagogical practice