AVALIAÇÃO EM MODELAGEM MATEMÁTICA: FOCOS E MODOS DE FAZER

Abstract

This article presents an investigation related to assessment in mathematical modeling. The results are obtained through a systematic review of articles published from 2010 to 2020, considering both Brazilian and international publications. The analysis of publications leads to the identification of the principal focuses and ways do to do the assessment in mathematical modeling in the last decade. We have identified three assessment focuses: the steps identified in the modeling cycle, the assessment of modeling competency and of modeling sub-competencies and the assessment of the mathematics content learning. With regard to ways to do it, these turn to two possibilities: a holistic approach, in which one seeks to assess the modeling as a whole; or an atomistic approach, in which parts of the modeling process are evaluated separately. Regarding the instruments used for the assessment, we identified five possibilities: the assessment rubrics, the use of tests with multiple-choice questions, the structuring of a framework to assess students' actions, the modeling activity as an instrument of assessment and the elaboration of a posteriori criteria to assess. The main gap detected in assessment practices refers to the possibility of incorporating in the assessment instruments the different perspectives with which modeling activities can be introduced in mathematics classes.