Abstract

CHAVEZ RUIZ, Yolanda  and  MARTINEZ RIZO, Felipe. Evaluate to learn: Make the task more complex for students. Educ. mat. [online]. 2018, vol.30, n.3, pp.211-246.  Epub Feb 07, 2022. ISSN 2448-8089.  https://doi.org/10.24844/em3003.09.

The purpose of this study is to characterize teaching-assessment practices (as two inseparable elements), based on the cognitive requirement of the tasks proposed by teachers to their students regarding a mathematical content. In this qualitative study, 12 math lessons by two elementary school teachers were observed and videotaped in Aguascalientes, Mexico; the record was made in a guiding instrument designed for this study. The observation of the practices showed that, although the tasks proposed to students based on textbooks and other materials have a high mathematical potential, it is difficult for teachers to maintain high levels of cognitive demand during the development of the classes.

Keywords : teaching of mathematics; formative evaluation; cognitive requirement; mathematical tasks.