O FEEDBACK COMO “ESTRATÉGIA DIDÁTICA DE AVALIAÇÃO PARA AS APRENDIZAGENS EM MATEMÁTICA” (EDAAM)

Feedback as a “didactic assessing strategy for learning in Mathematics” (DASLEM) can be understood as a movement of change and avant-garde, not only for the actors involved in the teaching-learning process, but above all for the school, as an opportunity to reflect on the nature of knowledge from a shared perspective in the production of meanings in communication, in which dialogue becomes fluid between metacognitive and self-regulatory processes and learning in supported by the democratic development of citizenship, accompanied by investigative cooperation of the reality exposed in the educational context of the classroom and school. This research is based on the fundamentals of qualitative research and participant observation, and on the objectives, as descriptive research, the objective of which is to analyze to what extent feedback is present in the assessment processes in mathematics in a 3rd grade high school class at a public school in the Federal District, such as DASLEM.