UNVEILING LEARNING MANAGEMENT: MATHEMATICS EDUCATORS’ PERCEPTION FROM THE EXTREME SOUTH OF BAHIA ON ASSESSMENT

Abstract

This research focuses on the barriers that mathematics teachers of public schools in southern Bahia face in the creation of questions for educational evaluation. Assessment is seen as crucial for measuring student progress and improving teaching methods. A specific point of the study is the application of Item Response Theory (IRT) as an efficient approach to develop more accurate assessments. The work also highlights the need to create issues that adequately represent the desired skills, assisting both students in understanding learning goals and teachers in identifying areas that require more attention. The present study uses a qualiquantitative approach to explore the pedagogical practices of Mathematics in the basic education of three cities in the south of Bahia, Itamaraju, Itabela and Eunápolis. With data collected from thirty-three teachers through electronic questionnaires, the research analyzed both quantitative and qualitative elements, aiming at a comprehensive understanding of teaching methodologies and their effectiveness. The literature review provides a theoretical support that assists in the interpretation of the data, emphasizing the need for a teaching strategy that balances the numerical and subjective, appropriate to the local context. The study highlights the relevance of advanced assessment methods to understand student learning and points to the need for better training of mathematics teachers in creating effective and relevant assessments.