La Evaluación formativa para el fortalecimiento del proceso de enseñanza aprendizaje de la matemática en el sexto grado de la Unidad Educativa República del Ecuador

Abstract

In education, evaluation makes it possible to assess the effectiveness and efficiency of the teaching-learning process. For this reason, research focuses on the influence that formative evaluation has on strengthening the teaching-learning process in the subject of mathematics. Consequently, the objective of the project is to design a methodological proposal based on the selection and analysis of methodological strategies that make possible the implementation of formative evaluation in order to strengthen the teaching-learning process in mathematics, in the sixth year of the “Unidad Educativa República del Ecuador”. The methodology used is part of the socio-critical paradigm, which uses the Action Research (AI) method with a qualitative approach. The main techniques used are participant observation and semi-structured interviews. The data collection instruments used are: observation sheet, student survey, interview script and rubrics. The results of the surveys carried out show that formative evaluation: contributes to improving student learning and enhancing teaching practice. It is expected that its application in the classroom will allow the teacher to follow up on each student, on the feedback activities, and to detect errors and successes of the strategies used in the teaching-learning process of mathematics.