THE RELATIONSHIP BETWEEN SCIENTIFIC PRODUCTION IN THE AREA OF MATHEMATICAL EDUCATION AND THE DAILY SCHOOL

Abstract

The aim of our research was examine the issue of school evaluation in mathematics in order to understand how theoretical discussions have influenced the practice of the teacher in the early years. The works published in events like ANPED; ENEM; SIPEM and research master's and doctorate in the CAPES portal, between the years 2000 to 2012 show that less than 1% of the total work discussing the topic. We identified three research groups that account for most of the work found in the survey. By analyzing the work of these groups, we unveil the theoretical framework that they use to conduct their investigations. The confrontation between the theoretical production and the daily school occurred in follow-up to the teachers of the 5th year that structure their teaching practice to achieve the skills and competencies of external reviews and textbooks. We pointed out the need to balance these influences with the current recommendations for mathematics education.