STUDENT AGENCY IN PEER TUTORING: THE MATHEMATICAL KNOWLEDGE FAIR AS FORMATIVE ASSESSMENT

Abstract

Mathematics education in Amazonian contexts still faces persistent challenges related to the decontextualization of school curricula, the undervaluing of local knowledge, and limited active student participation in teaching and learning processes. Against this backdrop, this article analyzes the role of students as active agents in a "Peer Tutoring" initiative (*Tutoria Mirim*) and discusses the "Mathematical Knowledge Fair" as a formative assessment strategy at a public elementary school in Amazonas. The research employs a qualitative, applied approach—specifically an experience report—with a descriptive and interpretive focus. The methodological process involved training student tutors, collaboratively planning learning stations, holding the fair, and analyzing data gathered through participant observation, field journals, photographs, student work, and semi-structured interviews. The results indicate that the peer tutoring initiative fostered the consolidation of mathematical knowledge, enhanced student autonomy and responsibility, strengthened peer mediation, and promoted greater engagement in school activities. Furthermore, the Knowledge Fair proved to be a powerful pedagogical tool for process-oriented, contextualized assessment, allowing for the observation of cognitive, social, and socio-emotional competencies demonstrated by the tutors throughout the project. The study concludes that integrating student agency, peer tutoring, and contextualized instruction offers a promising alternative for a mathematics education that is more meaningful, collaborative, and socially grounded.