Formative evaluation in mathematics: innovative approaches

Abstract

Formative assessment in mathematics today faces a major challenge: while teaching methods are evolving toward approaches that place greater emphasis on active, individualized learning, many assessment methods are still stuck in traditional models. Innovations in formative assessment methods are not only necessary but essential to transform classrooms into spaces where mistakes are seen as opportunities and feedback is seen as a driver of authentic learning. The general objective of this research is to analyze the innovative approaches to formative assessment in mathematics implemented in the Basic Education program with emphasis on 4th and 5th semester students, in order to identify their impact on the development of mathematical competencies and proposals for improvement in the teaching-learning processes. A quantitative approach was employed, using a field design and a descriptive typology. The study population consisted of 205 students from the 4th and 5th semesters of Basic Education. A sample of 100 students from the aforementioned semesters was selected by non-probabilistic convenience sampling. The data collection technique was the survey, with a structured questionnaire aimed at measuring the students' perception of formative assessment and innovative approaches in their education. The results show that formative assessment is a fundamental axis to recognize the importance of strengthening students' autonomy and commitment in learning mathematics. The study concludes that formative assessment in mathematics influences the educational environment and has a great.