Evidences of interactivity in the application of a written test in phases

Abstract

The objective of this article is to present a study of evidences of interactivity in the application of a Written Text in Phases (stage test) in an undergraduate Mathematics Education program at the State University of Londrina, Paraná, Brazil. The test analyzed in this paper contained 25 questions involving contents related to the program of the Geometry and Drawing disciplines, resolved in eight phases. On each date, students could solve questions or redo them, correct, complete them, delete excerpts, erase completely resolutions presented in a previous step. For analysis, written productions were presented and a discussion about signs of interactivity raised by the analysis of these productions in two questions of this instrument. It can be said that the communication between the students took place when they taught each other the procedure for solving some question and when leading some students to reflect on their answers. As a result, students were able to learn about contents not covered by the teacher and had the opportunity to rethink their conclusions, analyzing them.

Keywords
Mathematics education; Higher education; School assessment; Interactivity