Thinking about teaching in the context of mathematics learning assessment: an integrative review

The aim of this article was to understand how the mathematics teacher evaluator is configured in the context of Brazilian education. The methodology consists of an integrative review, selecting articles published between 2014 and 2023 on the journal portal of the Coordination for the Improvement of Higher Education Personnel (Capes), Google Scholar and articles produced by the Mathematics Education and Assessment Study Group (Gepema). The results point to written productions, with an emphasis on tests, as the main assessment tool, the objectives of which are to measure and/or ascertain the degree of student learning. There is a concept of formative and multi-instrumental assessment, with proposals to reframe tests as a summative element. The conclusion is that teaching in the field of Mathematics learning assessment is characterized by a technical and theoretical gap between the assessment objectives and instruments used in assessment.