Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment.
Some obstacles need to be discussed and overcome so that evaluative practices aimed at learning can be implemented in the educational system. Thinking about a formative assessment, whether through exams or other assessment formats, requires breaking the classificatory view of assessment and the dich...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Ouro Preto (UFOP) |
| Repositorio: | Revemop |
| Idioma: | portugués |
| OAI Identifier: | oai:pp.www.periodicos.ufop.br:article/5413 |
| Acceso en línea: | https://periodicos.ufop.br/revemop/article/view/5413 |
| Access Level: | acceso abierto |
| Palabra clave: | Assessment Mistake Math Formative assessment Apprenticeships Evaluación Error Matemáticas Evaluación formativa Aprendizajes Avaliação Erro Matemática Avaliação formativa Aprendizagens |
| Sumario: | Some obstacles need to be discussed and overcome so that evaluative practices aimed at learning can be implemented in the educational system. Thinking about a formative assessment, whether through exams or other assessment formats, requires breaking the classificatory view of assessment and the dichotomous perspective of error. The main argument I defend in this text is that the existence of a formative assessment permeates the recognition of error as an element of great pedagogical potential. By interpreting the error as representing 'not learning', 'not knowing', we reduce the possibilities for didactic interventions. However, if we interpret the error as an element of a process, of a knowledge under construction, breaking the dichotomy of right and wrong, we expand the perspectives of using the error as a springboard for learning. |
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