Evaluation of the Teaching and Learning Process in Mathematics: contributions from historical-cultural theory

Abstract

This article presents the results of a study that investigated the meaning of evaluation in mathematics from the historical cultural perspective, focusing on activity theory. In order to develop the investigation, a collaborative group was formed from the Oficina Pedagógica de Matemática de Ribeirão Preto – São Paulo (Math Pedagogic Workshop of Ribeirão Preto – OPM/RP), constituted of pre-school teachers and early elementary school teachers, who were participants in this research. The main role of the collaborative group was to offer guided development to the teachers about the teaching of mathematics from the historical-cultural perspective, aiming at collecting data on the process of appropriation of mathematical knowledge by the teachers. The syntheses about the teachers’ learning process have contributed to systematize the guiding elements of evaluation in mathematics from the historical-cultural perspective. Key words: Activity Theory. Teaching Activity. Learning Activity. Teaching of Mathematics. Learning Evaluation.