DIDACTIC SEQUENCE AND FORMATIVE ASSESSMENT: THEORETICAL LINK FOR THE TEACHING-LEARNING OF PROBABILITY

Abstract

This theoretical and bibliographical article discusses the teaching, learning, and assessment of Probability. We discuss the competencies and skills found in official Brazilian documents, such as the PCNs, OCEM, and BNNC, for teaching and learning Probability. As a teaching proposal, we develop a teaching sequence based on the Articulated Units of Conceptual Reconstruction (Uarc) and the Formative Assessment perspective. To investigate possibilities for integrating integrated assessment with the teaching and learning of Mathematics, we conducted a literature review to identify the main difficulties students and teachers face in the teaching and learning process of Probability. From then on, the theoretical-academic exercise was to develop specific feedback for each difficulty identified in the literature review. Thus, we suggest a teaching approach in which the teacher becomes a mediator in the teaching process and the student has the opportunity to be an active agent in the construction of their own knowledge. We conclude that it is possible to move from a teaching model based on a passive student to a teaching model where the student is a reflective and active being in the construction of mathematical knowledge and, therefore, where assessment is integrated into teaching and learning.