THE CONTRIBUTION OF EVALUATION PRACTICES TO THE TEACHING OF MATHEMATICS IN ELEMENTARY EDUCATION

Abstract

The study addressed the issue of assessment practices in the teaching of Mathematics in Elementary School, with the aim of analyzing how these practices influenced the teaching and learning process. The starting point was the problem of understanding the relationship between the assessment strategies applied by teachers and student performance, considering the challenges and possibilities in the school context. The methodology used was a bibliographic review, with a descriptive and qualitative approach, based on selected references on the topic. The results showed that reflective and participatory assessment practices contributed to the identification of difficulties and to the improvement of student performance. However, limitations were also observed, such as the difficulty of articulating internal and external assessments, the lack of continuing education for teachers and inadequate structural conditions in some schools. The analysis highlighted that the use of digital technologies has shown promise in diversifying assessment methods and improving their effectiveness. In the final considerations, it was concluded that, despite the challenges, assessment practices have a transformative role in the teaching of Mathematics, as long as they are planned in a contextualized manner and aligned with the needs of students. Furthermore, the need for new studies that deepen the understanding of the topic and explore the integration of technologies into the evaluation process was highlighted.