AVALIAÇÃO DA APRENDIZAGEM EM MATEMÁTICA NOS ANOS FINAIS DO ENSINO FUNDAMENTAL

UMA REVISÃO DA LITERATURA

Abstract

This study presents an integrative literature review aimed at mapping and analyzing a set of academic works addressing learning assessment instruments in mathematics for the final years of elementary education from 2019 to 2024. The corpus of analysis included studies available in the Brazilian Digital Library of Theses and Dissertations (BDTD), the Coordination for the Improvement of Higher Education Personnel (CAPES) portal, and the Education Resources Information Center (ERIC) platform. Fourteen studies were analyzed. The results indicate that formative assessment is widely highlighted as essential for diagnosing difficulties, monitoring student progress, and guiding teaching. Diverse assessment instruments, such as portfolios, self-assessments, and written tests, were identified as effective in capturing different dimensions of learning. Additionally, formative feedback was recognized as a central tool for promoting students' cognitive and critical development. Significant challenges were also identified, such as the predominance of traditional practices, the lack of adequate teacher training, and the difficulty of integrating innovative methods into extensive curricula. The studies emphasize the need to transform assessment into a continuous, inclusive, and reflective process aligned with contemporary educational demands. This study reinforces the importance of assessment practices that not only measure but also foster students' holistic development, contributing to a more equitable and meaningful education.