Reflections and perspectives on the evaluation of mathematics learning in mexican higher education

Abstract

The evaluation of mathematics learning in Higher Secondary Education constitutes a great
challenge for teachers due to the complexity of their task, in order to achieve meaningful learning from
the point of view of the learning subject, where it is considered important to revitalize the formative
dimension of evaluation to transform their practices in light of contemporary curricular demands.
It emphasizes the importance of promoting a culture of evaluation that ensures the development
of a systematic, rigorous, critical, reflective, and academic decision-making process. The study was
structured in two moments, the first considers the theoretical foundations that support the teacher’s
understanding of the formative dimension of the evaluation of student learning, the objective
of which is aimed at analyzing evaluation practices in the field of math subjects. In the second,
interviews and focus groups were applied, where the diversity of criteria issued by the teachers
was considered, on the problems that affect the learning results. In this interpretive framework,
some conclusions and implications are offered related to the need to promote a methodological
change, as a mechanism that allows redirecting teaching strategies, which support the significance of
knowledge in EMS; It emphasizes the need to strengthen spaces for collegial interaction, from where
an exchange of experiences on evaluation forms is generated, as a viable alternative that conditions
the understanding and improvement of teaching in high school.