Assessment practices of teachers that teach mathematics in a public high school in Rodrigues Alves – Acre

This study examined the assessment practices of mathematics teachers in high school in Rodrigues Alves, Acre, with the aim of investigating how these practices are consolidated and their implications on the teaching and learning process. It is a case study of a qualitative nature, which used bibliographic research, document analysis, and field research. The empirical data were collection through a questionnaire applied to two mathematics teachers from a state school. The analysis of bibliographic, documentary, and field data was conducted through Discourse Textual Analysis. The results revealed the use of various tools, such as tests, mathematical games, mind maps, and rubrics, in addition to methodologies such as individual and group work. It was concluded that, despite the challenges, teachers seek to diversify their assessment practices, contributing to more contributing and effective teaching.