A study about intentions of interventions made by a teacher in a Vaivém

Abstract

This article aims to collate, analyze, and discuss some of the intentions declared by a teacher and the respective intentions recognized by a student in interventions made in an assessment instrument called Vaivém. Therefore, Didactical Assessment is presented, understood as the democratic assessment of learning, taken as a practice of investigation and as an opportunity for learning. In Didactical Assessment, the teacher should use as many instruments as possible to obtain different information about what the students know. One of these instruments, the Vaivém, enables the creation of a space for individual dialogue between teacher and student. For the analysis, a student who participated in the Vaivém dynamics throughout the school year of a Student Teaching discipline in the Mathematics degree course at the Universidade Estadual de Londrina during the year of 2019 was chosen. The teacher and the student were asked to compose a table with each of the interventions made in the Vaivém and their respective intentions. Then, four intentions were collated and discussed throughout the text. It was possible to observe that the Vaivém enabled the student to study when dealing with the interventions, to constitute a space for reflection in which the answers could be rethought, reconstructed, revised, and complemented, an instrument that allows an individualized dialogue with each student and, consequently, an important instrument for Didactical Assessment.