Portuguese Meetings  Internacional Meetings 
Internationals
Bondoso, T.; Pinto, J. (2009) Portfolio and curricular management in Kindergarten Actas do X Congresso Internacional GalegoPortuguês de Psicopedagogia (pp. 38973909). Braga: CIEd, Universidade do Minho. (download)
A group of teachers has been conducting research about the
assessment of learning while regulating device, under the AREA project. Dias, P. & Santos, L. Reflect before you act  Regulatory practice assessment for learning, ICME 11. International Congress on Mathematical Education. Monterrey, Mexico (6 to 13 July of 2008). Available in http://tsg.icme11.org/document/get/681 (download). In this text, we tried to show the
application of a regulated assessment strategy for learning. It is a process applied to a
secondary school in Portugal, which involves students from sixteen and seventeen
years old. The described experience happened in the extent of the work
developed. A group of investigators from project AREA. In the teaching tasks and
learning a procedure for regulated assessment was tried, this procedure was
called "reflect before you act." The teacher proposes the task to the students'
discussion and they describe, in writing, the resolution process. After the
teacher resolution feedback, the task is in agreement with the described
strategy. After the analysis of the written results by the students, it is
requested the confrontation among foreseen and accomplished. Collect data is
empiric, it evidences that differences exist between the description for
resolutions strategies and the correct result. Reflect before you act is a
modality of regulated assessment, that can lead to the change of some stages, a
resolution and the overcome of mistakes and difficulties. It is the regulated in
the moment for a premature reflection. Dias, P. & Semana, S. (2009) Assessment, teaching and learning: distinct pedagogic dimensions in mathematics classes. X Congresso Internacional GalegoPortuguês de Psicopedagogia. Braga. (download) The project
AREA, researchers and teachers have been developing, implementing and evaluating
assessment for learning practices, both in preschool education and 1st. cycle,
in general, but also in other cycles of Basic Education and 10th, 11th and 12th
grade of Mathematics. In this study, we analyze how to realize an effective
integration of teaching, learning and assessment in the context of written
mathematics reports production, and try to understand how a teaching practice
with these characteristics promotes the learning regulation by pupils. In
particular, we bring an interpretive research case which involved four students
from the 8th grade in the development of four written reports carried out in two
phases and supported by intentionally regulatory strategies. The study shows
that with the support of regulatory strategies implemented, namely investment in
ownership of the assessment criteria by the students and the provision of
written and oral feedback, pupils present quality productions progressively
higher and walk towards the ownership of the assessment criteria and the
regulation of their thought processes and learning, through a course provided
with difficulties, not linear and development. Dias, S. & Santos, L. (2010) Feedback and different mathematics tasks, PME 34. International Group for the Psychology of Mathematics Education. Belo Horizonte, Brazil. (18 a 23 de July de 2010). Keywords: Dias, S. & Santos, L. (2009) Feedback in different mathematics tasks. Proceedings of the 33rd Conference of International Group for the Psychology of Mathematics Education, 2 pp. 409416. (download) The present article aims to
show a research carried out in the context of Project AREA, on the influence
that written feedback has in pupil’s learning, when given to diversified tasks
in the type and in the method of work. The design research was the case study,
the participants in the study were four pupils from the 8th year (aged
thirteen). The feedback given to tasks of problematic, exploratory or
investigative nature seems to be more efficient than in tasks which appeal to
the strict knowledge of mathematical concepts. The feedback given to tasks
solved in small groups seems to enhance learning in a more significant way when
compared to tasks solved individually. Dias, S. & Santos, L. (2009) Regulated assessment, written feedback, mathematics concepts: a difficult construction triangle. XX SIEM (Seminário de Investigação em Educação Matemática). Viana do Castelo. (download) In this communication we
intend to let know part of a study carried out in order to understand how the
written feedback given to the written productions of the pupils
contributes to theirs learning. The written feedback as a tool for
teacherpupil communications, assumes a central paper in a context of formative
assessment. In this study a qualitative / interpretative methodology was used,
with the case study design. Participants were 4 pupils of the 8th grade.
In this communication we are going to analyse the feedback written type
that it intends to supply traces with mathematical concepts that the pupils must
mobilize and identify difficulties that exist in the writing of this feedback
type. These results allow us to affirm that very often this feedback is
not efficient. The maths symbols supplied in the feedback, still which
present in the expressed one of the task, it seems difficult to see the comment.
Already a similar feedback to the supplied one in classroom, during the
oral questioning, proves to be effective. Pinto. F. & Santos, L. Definition of assessment criteria / Selfassessment, ICME 11. International Congress on Mathematical Education. Monterrey, Mexico (6 to 13 July of 2008). Available in http://tsg.icme11.org/document/get/687 (download). This article studies the
development of the selfassessment in a group of eleven to
thirteen yearold
pupils, through the definition, interpretation and use of assessment criteria in
a group work context on the resolution of an inquiry activity on properties of
the quadrilaterals. The results obtained evidence that the pupils had exceeded
the expectations of the teacher, identifying criteria approaches next to the
teacher ones. The appropriation of the assessment criteria in parallel with the
development of a critical capacity had contributed to a better performance of
the realization of the tasks and of the capacity of communicating mathematically. Pinto, J. & Santos, L. (2010) Oral feedback in mathematics classroom: patterns and characteristics. ECER (European Education Research Association) Helsinquia. (download) Keywords:
assessment, assessment for learning, feedback, mathematics classroom. Pinto, J. & Santos, L. The teacher's oral feedback and learning. ICME 11. International Congress on Mathematical Education. Monterrey, Mexico (6 to 13 July of 2008). Available in http://tsg.icme11.org/document/get/688 (download).
This article presents an exploratory study that seeks to build an
analysis grid that helps teachers to reflect on its assessment regulatory
practice with regard to oral feedback. Three episodes of the mathematics
classroom were selected, that constituted different activities and outcomes of
learning. The developed analysis allows us to say that the grid could be
applicable in different classroom situations. Additionally this analysis
highlights several feedback patterns explaining the different contributions to
the learning process.
Santos, L. & Pinto, L. (2009). Lights and shadows of feedback in mathematics learning. Proceedings of the 33rd Conference of International Group for the Psychology of Mathematics Education, 5, 4956. (download).
Santos. L. & Gomes, A. (2006). Self assessment and appropriation of assessment criteria. J. Novotná; H. Moraová; M. Krátká & N. Stehlikova (Eds.), PME30. Mathematics in the centre (pp. 54556). Prague: Charles University in Prague. (download) This article focuses on the
evolution of students’ ability for selfassessment. Although the student studied
shown an evolution, knowledge of the assessment criteria is not enough to
contribute to improve her performance. Selfrepresentations of the criteria led
to gaps between what the student did and what was aimed by the criteria. The
conflict required to change the representations depends on a continuous
investment by the teacher. Santos, L. (2004). The learning and teaching in
Portugal: a glance through the assessment.
Actas del octavo simposio de la sociedad española de
investigación en educación matemática (S.E.I.E.M.)
(pp. 127151). Coruña: Universidade da Coruña.
(download)
In this article we make
a review of what goes on in the teaching and learning of the Mathematics through
data from the review assessment, in Portugal. We use the results obtained
through extern proofs of national extent and of several research developed in
the area of the assessment, taking as a starting point a short evolution
analysis of several documents national curricular relevant in the country.
Semana, S. & Santos, L. (2010). Selfassessment in
written reports.
PME 34. International Group for the Psychology of Mathematics Education.
Belo Horizonte, Brazil. (18 a 23 de July de 2010).
This article studies the development of students’ selfassessment skill in the
context of written reports in Mathematics. In particular, we present an
interpretative case study, which involved two thirteen year old students from
the 8th schooling year and six reports, written in two different stages and
supported by assessment strategies at the teacher´s responsibility. The study
suggests that, in each case, the student´ selfassessment skill evolves
gradually but differentially. The study also suggests that the student´s
appropriation of the assessment criteria is still under development and that
selfassessment is, mostly, operated by students as a process that includes
monitoring and excludes action. Semana, S. & Santos, L. (2009). Written report in learning geometry: explanation and argumentation CERME6. Lyon. (download)
In this article, we examine how the written report, within
the context of assessment for learning, helps students in learning geometry and
in developing their explanation and argumentation skills. We present the results
of a qualitative case study involving Portuguese 8th graders. This study
suggests that using written reports improves those capabilities and, therefore,
the comprehension of geometric concepts and processes. These benefits for
learning are enhanced through the implementation of some assessment strategies,
namely oral and written feedback.
