Un estudio colaborativo sobre el desarrollo de recursos de evaluación con feedback automático para la enseñanza de las Matemáticas

José Manuel Dos Santos Dos Santos; Celina Aparecida Almeida Pereira Abar; Marcio Vieira de Almeida

doi:10.31637/epsir-2024-374

Authors

José Manuel Dos Santos Dos Santos University of Coimbra https://orcid.org/0000-0002-6830-6503
Celina Aparecida Almeida Pereira Abar Pontifícia Universidade Católica de São Paulo https://orcid.org/0000-0002-6685-9956
Marcio Vieira de Almeida Pontifícia Universidade Católica de São Paulo https://orcid.org/0000-0001-7188-3806

DOI:

https://doi.org/10.31637/epsir-2024-374

Keywords:

mathematics education, teaching, errors, assessment for learning, automatic feedback;, teacher training, interactions between teachers, digital technologies

Abstract

This article presents the results of a project developed with twelve teachers from Portuguese-speaking countries: Brazil, Portugal and Cape Verde, for an online training, with proposals for the creation of assessment resources with automatic feedback, with the use of digital technologies, for the learning of mathematics. We tried to identify which strategies were necessary to accompany this training and the interactions between teachers for the construction of resources. Methodology: The study, of a qualitative nature, was developed in a dynamic guided by an active and collaborative participation in practical and theoretical activities, stimulating this association and the manipulation and analysis of problem-situations. Results: Three key strategies were identified: joint planning, the use of collaborative digital tools, and constant peer feedback. Teachers reported an increase in the quality of the resources created and an improvement in their own professional training. Positive interactions were observed that promoted a collaborative learning environment. Discussion: The results of this experience coincide with previous studies that highlight the importance of teacher collaboration. Joint planning allowed for greater consistency in educational resources by involving aspects of automatic feedback, while digital tools facilitated remote collaboration.

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Author Biographies

José Manuel Dos Santos Dos Santos, University of Coimbra

Invited Assistant Professor of the Department of Mathematics of the Faculty of Science and Technology of the University of Coimbra. PhD in Computational Algebra (2019) from the Universidad Abierta, with a Master's Degree in Teaching Mathematics (2000).

Celina Aparecida Almeida Pereira Abar, Pontifícia Universidade Católica de São Paulo

Full Professor of the Pontificia Universidad Católica de São Paulo del Programa de Pósgrado en Educación Matemática de la PUC-SP. PhD in Mathematical Logic from the Pontificia Universidad Católica de São Paulo (1985).

abarcaaap@pucsp.br

Índice H: 10

ID de Orcid: https://orcid.org/0000-0002-6685-9956

ID de Scopus: 56030661600

Google Académico: https://scholar.google.com.br/citations?hl=pt-BR&user=yFVU6fwAAAAJ

Puerta de investigación: J-1240-2014

Academia.edu: https://pucsp.academia.edu/CelinaAbar

Marcio Vieira de Almeida, Pontifícia Universidade Católica de São Paulo

Visiting Professor in the PROFMAT Program of the Federal Institute of Education, Science and Technology of São Paulo (IFSP). Degree in Mathematics from the University of São Paulo (2009). PhD in Mathematics Education from the Pontificia Universidad Católica de São Paulo (2017).

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