REFLEXÕES SOBRE AVALIAÇÃO DA APRENDIZAGEM EM MATEMÁTICA: Uma revisão bibliográfica

Abstract

This article aims to discuss the conceptions and practices of learning assessment in Mathematics, highlighting the diagnostic, formative, and summative modalities, based on a bibliographic approach. It is understood that assessment should go beyond its merely classificatory function, seeking to promote meaningful student learning. The theoretical investigation revealed that, although there are different ways of assessing, formative assessment stands out for continuously monitoring the teaching-learning process, enabling more effective pedagogical interventions. Studies indicate that many challenges still persist, especially regarding the overcoming of traditional and exclusionary assessment practices that continue to characterize the teaching of Mathematics. It is concluded that assessment must consider the specificities of learners, their socio-cultural contexts, and the competencies to be developed, in order to contribute to a more just, inclusive, and transformative education. In this sense, the proposed reflection highlights the importance of rethinking assessment instruments and strategies, valuing diagnostic assessment as a starting point, summative assessment as the closure of learning cycles, and, above all, formative assessment as the continuous monitoring of learning. Thus, assessment in Mathematics becomes an essential tool to enhance the teaching-learning process, promoting equity and strengthening the construction of knowledge in a critical and meaningful way.