Mathematics curriculum materials and their assessment by teachers in Brazilian research
DOI:
https://doi.org/10.22481/intermaths.v2i2.9725Keywords:
Mathematics Curriculum, Curriculum Materials, Evaluation of Curriculum Materials, Teacher-Curriculum Materials RelationshipAbstract
Based on the state of knowledge of dissertations and theses in the field of Mathematics Education, we analyze in this paper a set of 16 researches that have as theme the teacher-curriculum materials relationship, guided by the objective of understanding the approach given, in Brazilian research, to evaluation of curriculum materials made by teachers. The study presented here, part of a larger research, is characterized as having a qualitative approach of the bibliographic analysis type. After reading the full 16 researches, we proceeded with the filing in order to perceive, select and, especially, systematize the information to support the analysis and discussion. As main results, we identified that assessment is a condition of curriculum development, implied by the resources that teachers and materials bring to a dynamic relationship, having as its product the teaching practices and the learning process.
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