Masters and PhD thesis |
Internacional Meetings |

Portuguese Meetings

Almeida, A.; Almeida, C. & Morais, C. (2004). Implementation of the
portfolios in Mathemactics learnings: the case study of 10th grade pupils. Este artigo descreve um projecto
de acção pedagógico-didáctica que procurou estudar as implicações do recurso ao
portfolio de evidências de aprendizagem. Seguindo uma metodologia de natureza
interpretativa, desenvolveram-se dois estudos de caso de alunos do 10º ano de
escolaridade. Na dimensão cognitiva, este estudo evidencia que o uso do
portfolio permitiu desenvolver uma prática de pedagogia diferenciada,
favorecendo o processo de metacognição dos alunos e fomentando a capacidade de
trabalharem o mais autonomamente possível. No domínio das atitudes e valores,
as práticas pedagógicas implementadas orientaram-se por valores de tolerância,
respeito, responsabilidade, inter-ajuda, e partilha do poder.
Bondoso, T.; Pinto, J. (2009) Portfolio and curricular
management in Kindergarten A
A group of teachers has been conducting research about the
assessment of learning while regulating device, under the AREA project. Cyrino, M.; Soares, Mª T: & Buriasco, R. (2003). From the
evaluation of the school profit to the assessment for learning in Mathematics: a
research in Paraná/ Brazil. This paper concerns a study that
analises the pupils' productions of a sample of 729 exams
obtained from the
universe of the Mathematics exams carried out by the pupils of 4th and 8th
series from the Paraná Education System. In particular, tries to identify if
the pupil chooses or not a proceeding that resolves the question, if he tests
the alternatives, if he registers the data of the question and finally what type of notation
is
used . Dias, C. &
Santos, L. (2009) Reflective portfolio in Mathematics. From than
more a score of years that the guidance curriculum in mathematics for the
assessment for learning advocate the use of different assessment tools. On the
one hand, it is true that there is no assessment tool that can replace all
others, on the other hand, the choice of instrument to use at any given time
depends, first, the proposals that you want to achieve. Seeking to address the
lack of a reflective practice by pupils and the desire to create environments
that favor the development of mathematical communication skills, there was
offered to pupils in 10th grade, first year of Professional Technical
Management, the holding a portfolio that accompany the different modules to be
worked along a year in mathematics.
Dias, P. (2009) Assessment and Learning.
When using the term assessment, you can do it with different meanings and
intentions. When was considered as an integral part of the teaching and
learning, the assessment should be more than one classification, should inform
and guide teachers and students in their decisions. Dias, P. (2005). Avaliação reguladora no
ensino secundário: Processos usados pelos alunos. This study
sought to understand the processes, difficulties and resources that pupils use
and face when doing mathematics research in classroom. Through an interpretative
methodology developed four pupils' case studies in 10th grade. In the
interpretation phase of research pupils develop processes such as translation,
initial experience, internalize and anchor. In developing the task, deepen,
zigzag, conjecture, experiment, solve and generalize. The errors were used to
guide, teach, or deflect. The resources that pupils use are the establishment of
interactions with the teacher, with peers and themselves and same teaching
materials.
Dias, P. & Santos, L. (2010) Assessment practices and
self-regulated learning mathematics by pupils.
This communication presents a research project that aims to
examine assessment practices of mathematics teachers' in secondary education
which encourage the development of pupil self-regulation , given their
mathematical learning. It fits the theme on management and curriculum
development, contributing to the knowledge of assessment practices.
Dias, P. & Santos, L. (2010) The intent of a teacher in
the development of self-regulation of learning mathematics As part of a broader interpretive nature research, for the obtainment of a PhD degree, included in the AREA project, we present the assessment practice of a mathematics teacher in a secondary school, Maria. On a collaborative work context, seeks to understand the nature and characteristics of the assessment practices of mathematics teachers that promote self-regulated learning mathematics by students; the constraints that are found and how to overcome them, and how assessment practices are integrated into everyday classroom. Initial results show that assessment practices that promote self-regulation are likely intentional, interactive and have implications for the teaching and learning process. However, they are difficult to achieve and require the teachers’ involvement in additional work: preparation and provision of written feedback and pupils involvement.
___________________________ Dias, S. & Santos, L. (2009) Regulated assessment, written feedback,
mathematics concepts: a difficult construction triangle. In this communication we intend
to let know part of a study carried out in order to understand how the written
___________________________ Fernandes, M. (1994). The self-assessment in the primary
education as strategy to improve the school performance in Mathematics. This paper presents part of the
research outcomes which assesses the effects of the regular use self-assessment strategies on the school performance (Mathematics) at the 1st
cycle. The self-assessment strategies were analysed and tried by a group of 25
teachers, in a course of training. The results show that the children from the
involved classes (n=354) disclose significant progress in their school performance when
they are compared with a group of control children (n=313) belong to classes where
the strategies of self-assessment aren't required. Garcia, C. (2004). The errors in mathematics: reasons students in the
secondary education. This paper presents a research
that tries to lead to the reflection about the school failure in the Mathematics,
in the 7th, 8th and 9th grade. There was constituted a diversified sample of 68
pupils who frequent 7th, 8th and 9th grade in two schools, so that the pupils
with failure were well represented. The outcomes point to a link between the
failure in Mathematics and the lack of pupil's attention and concentration in
the classroom and the learning difficulties perception of the subject taught. Inácio, Mª A. & Ramalho, G. (1996). How teachers deal with pupil's
mistakes. This paper concerns a research that tries to understand how the teachers deal with the pupil's mistakes, especially
when they plan out activities to correct these mistakes. From a test on decimal
numbers, applied to two 6th grade classes, the data gathering resorted to a
questionnaire applied to 59 teachers of the great Lisbon 2nd cycle of 10 schools
and an interview. This study shows up that, in general, the teachers identify
the pupils' "standard" mistakes , but it seems that they don't consider
important to have them in mind when they plan out activities in order to correct
these mistakes. Mostly to reason of the standard existence is the ignorance of
the mathematical content. Lopes, P. (1993). Formative assessment – The pupils' time. This paper shows an experience
carried out over school year with 7th grade's pupils in Mathematics. Through the
application of formative tests it was looked that the pupils were carrying out a
self-assessment work through the filling out of an assessment sheet, completed
by teachers also improve then the first output. There was a general development
of the class for the line between the evaluation done by the teacher. Martins, Mª P. (1995). Assessment for learning. The teacher's point of
view. This paper tries to know and understand how the Mathematics teachers face
the assessment of learning and how they act. Following a interpretative
methodology, through the Mathematics teacher case study. It is the results of
this study that the teacher: (i) even though she faces the assessment as an
integrant part of the learning process, she did not yet find a way of implementing differentiation strategies; and (ii) she uses different assessment techniques,
using the classroom observation without feeling necessity of gathering and of
registering systematic information. Menino, H. & Santos, L. (2004).
Tools for assessment of learning in mathematics. The use of the written
report, the test in two phases and the portfolio in the 5th grade and 6th grade.
This paper intends to let know some
of the research outcomes that tried to study the potentialities and limitations
of the use of three instruments for assessment of learning, in the 2nd cycle,
the written report, the test in two phases and the portfolio, in the teachers'
perspective. Morgan, C. (1998). Assessment
in mathematics education: A critical social research perspective. This paper proposes an
alternative perspective to the dominant paradigm in the field of the assessment
in mathematical education that takes into account the social nature of the
behaviour in mathematics, the speeches and communication theories and of the
social analysis papers of the education, the mathematics and the assessment in
society. Nunes, C. & Ponte, J. (2005). The
assessment as regulation of the Mathematics teaching and learning process of the
pupils of the 7th, 8th and 9th grade. This study aims to know what the
3rd cycle pupils think on the assessment about Mathematics and how they react
to innovatory practices. This is a qualitative and interpretative investigation on
professional practice based on two pupils case study of a group of the 7th grade
class, with which an innovatory assessment system was instructed. The pupils are
engaged in learning, appreciated the assessment process and recognized that they
them helped the feedback given along the year improving their learning.
Pinto, J. & Santos, L. (2006). Is a regulation possible even in the daily
life of the work of the teacher and of the pupil? In this paper,
at first, there's an analysis of the evolution of formative assessment concept, the
importance that is even given it in the different Portuguese prescriptive from
the law still in force to the present and the recommendations definite in
several Mathematics programs during the above-mentioned time period. In a second
part it's discussed on basis of situations reports, some possible ways of
implementation of formative assessment, allowed to identify obstacles and
limits, as well as to build a new assessment culture. Santos, L. (2005). The assessment for learning in Mathematics: a look
at your route. In L. Santos, A. P. Canavarro & J. Brocardo (Orgs.),
This article seeks to analyse
the assessment directions and practices distance in the last 20 years, in
Portugal. This analysis is supported on research developed during this time
within mathematical education. Finally present and discuss a possible
diary to be developed in the near future. Santos. L. (2003).
The research in the pedagogic assessment in Mathematics, in Portugal. This article
takes as a base a comparative analysis of the studies carried out in Portugal
about assessment for learning in Mathematics from 1992 to 2003. These five
reviews cover the secondary education. All of they followed a methodological
approach of interpretative nature as cases studies. The cases studies are
divided in two groups: those who did not try to intervene in wrapped teachers'
practice and those who they tried in collaboration with the teachers to develop
and to study assessment practices alternative. The outcomes differ between these
two types of study, namely as for the conceptions and practices of assessment.
In this paper we
reported part of an ongoing investigation to the PhD at the Institute of
Education, University of Lisbon. We wanted understand mathematics
teachers’ assessment practices, in secondary education, contributing to
the promotion of pupils’ self-regulation in Mathematics. The research project
unfolds within the context of collaborative work between the first author and
two teachers. We plan-up and evaluate the implementation of practices
teaching that promote self-regulation in mathematical tasks by pupils. In this
paper, we describe the teacher’s practice, Jose, one of the tasks performed by
pupils from 11 Santos. L. & Dias, S. (2006). How do the pupils understand whom the teachers
tell them? The complexity of the feedback. This article reports a study developed within the AREA project which aimed to
know how the pupils understand the written feedback that teachers give to the
theirs activities. Following a methodology of qualitative and interpretative
nature there were studied four pupil groups of 9th grade in two classrooms. This
study seems to show that the same written feedback does not serve likewise all
the pupils. It is important to know the pupils and to give a feedback
appropriate to the academic needed of each one. Pupils with middle Mathematics
performance need a more descriptive and less symbolic feedback. This direction
is so more important as for the fact of these pupils also they do not resort to
a teacher to explain any feedback that they do not understand, whereas pupils
with a good Mathematics performance, besides they use more sources than you
begin, they also seek for the teacher for any clarification.
Semana, S. & Santos, L. (2009). Assessment strategies in
the regulation of learning in mathematics. In this
communication we analyze how to provide feedback on ownership and investment
assessment criteria by the pupils in the context of the production of written
reports, contribute to the regulation of pupils learning in mathematics. In
particular, we present the results of an interpretive research which involved
four 8th grade pupils in the development of three written reports in two phases
and supported by regulation strategies. The study suggests that use of the
report script, the assessment criteria and feedback, whether oral or written, in
a combined action, promotes mathematics learning. However, the permanence of
some difficulties and some self-imposed standards on pupils suggests the need to
continue the work.
Semana, S. & Santos, L. (2008).
The study had as an aim objective understood the written report role while
a regulated assessment tool of the pupils' 7th, 8th and 9th grade learning
in Mathematics and it was developed during the academic year 2007/2008, in
the context of the project AREA. In this paper we will focus on a report
prepared in two phases by 8th grade group from an research carried out in
the Mathematics classroom. We intend to highlight the the script to
produce report role, of the assessment criteria and of the oral and
written feedback, showing up the potential of work developed in the pupils
learning regulated and, in individual, in their self-assessment. |