The Process of Assessment in Teaching and Learning of Mathematics

This paper reports on a study using qualitative analysis of an intervention, developed with students from a public middle school, located in Maua, Sao Paulo. The objective was to discuss how the diversity of assessment tools can contribute to significant mathematical learning. Both formal and informal components of the evaluation process were analyzed. All assessments studied in this work were embedded in the process of teaching and learning mathematics, and were used as formative assessments. Through an interpretative analysis of all the data, case studies were developed, showing evidence of improved performance of the students with respect to the mathematical understanding of the topics studied. It also shows the importance of using a collection of diverse assessment tools in formal and informal evaluations of the learning of mathematics.