Concepciones de los docentes de educación básica de la ciudad de Cuenca acerca de la evaluación en el área de matemática

Abstract

The present thesis addressed the conceptions that teachers have about evaluation, which are essentials to understand how the practice is developed in the classroom, specifically at the evaluation. Therefore, the main objective of this research is to determine the conceptions that teachers have about evaluation in the area of mathematics in basic education in the educational schools of the city of Cuenca. The methodology used followed a quantitative approach, with a non-experimental and cross-sectional type of study, with a descriptive scope. For this purpose, surveys were conducted to 60 teachers of basic education from second to seventh grade of seven educational schools; five fiscal, one fiscomisional and one particular. The main findings obtained were that, although teachers value the type of diagnostic and formative evaluation, this is not reflected in the frequency with which they do evaluate at the end of a subject, skill or unit, they prefer to use a summative evaluation. Also, it has been evidenced that the teachers investigated give priority to in-class tasks and exercises related to reality, without leaving aside the use of written tests and exams to measure the knowledge acquired by the students.