Resumo

DIAS, Célia  e  SANTOS, Leonor. Reflective portfolio of mathematics as a tool for self - regulation of learning for high school students. Relime [online]. 2016, vol.19, n.2, pp.187-216. ISSN 2007-6819.  https://doi.org/10.12802/relime.13.1923.

This study aims to analyze various aspects of mathematical learning of high school students mediated by a device of assessment for learning. Specifically, we have studied the processes used by three students whilst developing a mathematics portfolio, during which the majority of decisions were taken by them. During the elaboration of the portfolio, cognitive and metacognitive aspects of mathematical thinking were identified. The portfolio is an effective and practical way to create a pedagogical differentiation and to provide, in an ongoing and systematic way, the development of metacognitive processes that enable the development of a self - regulated learning.

Palavras-chave : Portfolio; assessment for learning; self - assessment; mathematics learning; metacognitive processes.