{"id":{"repo_id":"brazil-ufpb","oai_identifier":"oai:repositorio.ufpb.br:123456789/1080"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufpb/oai:repositorio.ufpb.br:123456789/1080","repository":{"repo_id":"brazil-ufpb","name":"Brazil UFPB","base_url":"https://repositorio.ufpb.br/oai/request"},"display":{"title":"Avaliação da aprendizagem matemática: o que pensam alunos da rede municipal de ensino de Alagoa Grande - PB.","abstract":"The present work of conclusion of course (CBT) aims to investigate what they think the students about the assessment tools used by math teachers from two schools: Judge Severino Institute Montenegro, in the urban area and the school Cândido Régis de Brito, in the countryside, both of municipal education, in the final series of elementary school, in the city of Alagoa Grande-PB. The present study was established in a literature review, investigating since its historical trajectory to the present day, on the different instruments of evaluations. On the assumption that the assessment methods should be used by teachers as a way to meet the needs and/or construction of students ' assumptions, and that the school should be the continuous learning construction environment. Thus arose the need to know what you think about the students evaluation instruments according to the restrictions regarding knowledge of the instruments by the students. For this reason, it has not been possible to investigate whether in fact, evaluations are contributing in their learning process. To the survey data, a questionnaire was applied with two municipal schools of basic education, final series, 8th grade, Math curriculum component, with fourteen objective and subjective questions, aiming to raise students ' opinion about the assessment tools used today, and how teachers make use of these instruments to guide them. On the data collected we can observe that traditional methods are still widely used in the municipality in question in the teaching of mathematics, and the students identify themselves more and better with the traditional instruments, mainly because they have not so much access to others as a reference for comparing criticism of the same, because it would need that in addition to used there was a continuity in this use. Therefore, the evaluation needs to be continuous and always seeking the formative development students' integral formation.","abstract_html":"The present work of conclusion of course (CBT) aims to investigate what they think the students about the assessment tools used by math teachers from two schools: Judge Severino Institute Montenegro, in the urban area and the school Cândido Régis de Brito, in the countryside, both of municipal education, in the final series of elementary school, in the city of Alagoa Grande-PB. The present study was established in a literature review, investigating since its historical trajectory to the present day, on the different instruments of evaluations. On the assumption that the assessment methods should be used by teachers as a way to meet the needs and/or construction of students ' assumptions, and that the school should be the continuous learning construction environment. Thus arose the need to know what you think about the students evaluation instruments according to the restrictions regarding knowledge of the instruments by the students. For this reason, it has not been possible to investigate whether in fact, evaluations are contributing in their learning process. To the survey data, a questionnaire was applied with two municipal schools of basic education, final series, 8th grade, Math curriculum component, with fourteen objective and subjective questions, aiming to raise students ' opinion about the assessment tools used today, and how teachers make use of these instruments to guide them. On the data collected we can observe that traditional methods are still widely used in the municipality in question in the teaching of mathematics, and the students identify themselves more and better with the traditional instruments, mainly because they have not so much access to others as a reference for comparing criticism of the same, because it would need that in addition to used there was a continuity in this use. Therefore, the evaluation needs to be continuous and always seeking the formative development students' integral formation.","abstract_has_math":false,"creators":["Chaves, Francisco de Assis."],"institution":"Matemática","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-09-01","date_published":"2016-09-01","updated_at":"2026-07-24T01:18:05Z","subjects":["Instrumento de avaliação da matemática","Ensino e aprendizagem da matemática","Metodologia de ensino da matemática","Teaching and learning mathematics","Mathematics Assessment Instrument","Methodology of mathematics teaching"],"languages":["pt"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufpb.br/jspui/handle/123456789/1080","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Chaves, Francisco de Assis."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-09-01T18:38:22Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-09-01T18:38:22Z"]},{"key":"dc:date.issued","label":"Date","values":["2016-09-01"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Matemática"]},{"key":"dc:type","label":"Dc Type","values":["TCC"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Instrumento de avaliação da matemática","Ensino e aprendizagem da matemática","Metodologia de ensino da matemática","Teaching and learning mathematics","Mathematics Assessment Instrument","Methodology of mathematics teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["pt"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufpb.br/jspui/handle/123456789/1080"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The present work of conclusion of course (CBT) aims to investigate what they think the students about the assessment tools used by math teachers from two schools: Judge Severino Institute Montenegro, in the urban area and the school Cândido Régis de Brito, in the countryside, both of municipal education, in the final series of elementary school, in the city of Alagoa Grande-PB. The present study was established in a literature review, investigating since its historical trajectory to the present day, on the different instruments of evaluations. On the assumption that the assessment methods should be used by teachers as a way to meet the needs and/or construction of students ' assumptions, and that the school should be the continuous learning construction environment. Thus arose the need to know what you think about the students evaluation instruments according to the restrictions regarding knowledge of the instruments by the students. For this reason, it has not been possible to investigate whether in fact, evaluations are contributing in their learning process. To the survey data, a questionnaire was applied with two municipal schools of basic education, final series, 8th grade, Math curriculum component, with fourteen objective and subjective questions, aiming to raise students ' opinion about the assessment tools used today, and how teachers make use of these instruments to guide them. On the data collected we can observe that traditional methods are still widely used in the municipality in question in the teaching of mathematics, and the students identify themselves more and better with the traditional instruments, mainly because they have not so much access to others as a reference for comparing criticism of the same, because it would need that in addition to used there was a continuity in this use. Therefore, the evaluation needs to be continuous and always seeking the formative development students' integral formation."]},{"key":"dc:title","label":"Title","values":["Avaliação da aprendizagem matemática: o que pensam alunos da rede municipal de ensino de Alagoa Grande - PB."]}]}],"canonical_facts":{"dc:creator":["Chaves, Francisco de Assis."],"dc:date.accessioned":["2016-09-01T18:38:22Z"],"dc:date.available":["2016-09-01T18:38:22Z"],"dc:date.issued":["2016-09-01"],"dc:description.abstract":["The present work of conclusion of course (CBT) aims to investigate what they think the students about the assessment tools used by math teachers from two schools: Judge Severino Institute Montenegro, in the urban area and the school Cândido Régis de Brito, in the countryside, both of municipal education, in the final series of elementary school, in the city of Alagoa Grande-PB. The present study was established in a literature review, investigating since its historical trajectory to the present day, on the different instruments of evaluations. On the assumption that the assessment methods should be used by teachers as a way to meet the needs and/or construction of students ' assumptions, and that the school should be the continuous learning construction environment. Thus arose the need to know what you think about the students evaluation instruments according to the restrictions regarding knowledge of the instruments by the students. For this reason, it has not been possible to investigate whether in fact, evaluations are contributing in their learning process. To the survey data, a questionnaire was applied with two municipal schools of basic education, final series, 8th grade, Math curriculum component, with fourteen objective and subjective questions, aiming to raise students ' opinion about the assessment tools used today, and how teachers make use of these instruments to guide them. On the data collected we can observe that traditional methods are still widely used in the municipality in question in the teaching of mathematics, and the students identify themselves more and better with the traditional instruments, mainly because they have not so much access to others as a reference for comparing criticism of the same, because it would need that in addition to used there was a continuity in this use. Therefore, the evaluation needs to be continuous and always seeking the formative development students' integral formation."],"dc:identifier.uri":["https://repositorio.ufpb.br/jspui/handle/123456789/1080"],"dc:language.iso":["pt"],"dc:publisher.department":["Matemática"],"dc:subject":["Instrumento de avaliação da matemática","Ensino e aprendizagem da matemática","Metodologia de ensino da matemática","Teaching and learning mathematics","Mathematics Assessment Instrument","Methodology of mathematics teaching"],"dc:title":["Avaliação da aprendizagem matemática: o que pensam alunos da rede municipal de ensino de Alagoa Grande - PB."],"dc:type":["TCC"]},"updated_at":"2026-07-24T01:18:05Z"}