A student's notebook in the 1950s and Mathematics evaluation practices

Abstract

For this research work, we chose to discuss the representations produced and educational practices developed for teaching Mathematics and assessment of their learning in primary schools in the northern region of the state of Minas Gerais. The time frame was defined by the first decades of the 20th century, more specifically in 1956, when significant changes occurred in the teaching practices developed in Brazilian schools. In this article, we analyzed a 4th grade primary school student notebook, in the 1950s, with records dated March 20 to September 29, 1956. The notebook was used to record the evaluation activities, which were corrected by the teacher, in the notebook itself and assigned the quantitative value of each activity. Almost all activities recorded in the student notebook have methodological characteristics of a Directed Study, especially the activity list and the questionnaires. The records of the student's notebook showed that the evaluative practices in Mathematics were based on the Classical Formalist Tendency, not inserting in their daily life educational practices proposed by the thinkers inserted in the New School and Modern Mathematics Movements.

Keywords: Evaluative practices. Mathematical content. Cultural history.