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Abstract(s)
Apresenta-se um estudo desenvolvido na modalidade de ensino a distância, envolvendo alunos do 1.º ano de escolaridade. Ao longo de cinco semanas foram criados instrumentos de avaliação formativa na forma de questionários com elementos característicos de jogos digitais, envolvendo tarefas relacionadas com os conteúdos matemáticos lecionados (Quizzes matemáticos). Foram objetivos do estudo: (i) conhecer as emoções experienciadas por alunos do 1.º ano de escolaridade (6-7 anos) na realização de Quizzes matemáticos; (ii) analisar o valor de Quizzes matemáticos na avaliação formativa em matemática. O estudo, de índole qualitativo, seguiu um desenho de investigação-ação. As conclusões apontam a prevalência de emoções positivas e, pontualmente, emoções negativas e que os Quizzes favoreceram a integração de estratégias de avaliação em atividades de aprendizagem e a autorregulação das aprendizagens, cumprindo os propósitos da avaliação formativa.
Abstract: We present a study developed in distance education modality with children from the 1st year of primary education. Over five weeks, formative assessment instruments were created in the form of a questionnaire with elements characteristic of digital games, involving tasks related to mathematical content (mathematical Quizzes). The aim of this study was to: (i) know the emotions experienced by children of the 1st year (age 6-7) in the realization of mathematical Quizzes; (ii) analyze the value of Quizzes in the formative assessment in mathematics. A qualitative methodology was adopted, supported by an action-research design. The conclusions point the prevalence of positive emotions and, punctually, negative emotions and that the math Quizzes favored the integration of evaluation strategies in learning activities and the self-regulation of learning, fulfilling the purposes of formative evaluation.
Abstract: We present a study developed in distance education modality with children from the 1st year of primary education. Over five weeks, formative assessment instruments were created in the form of a questionnaire with elements characteristic of digital games, involving tasks related to mathematical content (mathematical Quizzes). The aim of this study was to: (i) know the emotions experienced by children of the 1st year (age 6-7) in the realization of mathematical Quizzes; (ii) analyze the value of Quizzes in the formative assessment in mathematics. A qualitative methodology was adopted, supported by an action-research design. The conclusions point the prevalence of positive emotions and, punctually, negative emotions and that the math Quizzes favored the integration of evaluation strategies in learning activities and the self-regulation of learning, fulfilling the purposes of formative evaluation.
Description
Keywords
1.º Ciclo do ensino básico Avaliação formativa Matemática Recursos digitais Quizzes Primary education Formative assessment Digital resources
Citation
Antunes, T., & Jorge, F. R. (2023). Quizzes matemáticos na avaliação formativa das aprendizagens por alunos de 1.º ano de escolaridade. In Jorge, F. R., Paixão, F., & Silveira, P. (coords.), A Escola de Aprender: Contributos para a sua construção - Volume II (pp. 111- 123). Instituto Politécnico de Castelo Branco. ISBN 978-989-53931-4-5.
Publisher
Instituto Politécnico de Castelo Branco