Concepciones de profesores de matemáticas acerca de la evaluación vistas a la luz de la reforma educativa actual en México.

Abstract

This article presents the results of a research that explored the conceptions of a group of math teachers about assessment and its relation to current educational reform. A comparative study of their externalized conceptions was made through an interview and documents set out in the reform. The interview was divided into three groups of questions: the nature of the assessment, the nature on competences and its implications. The results indicate little consistency between teachers' conceptions and those raised by the reform, while teachers conceived the evaluation as a measure, the reform recommended use it to improve learning, the objects of evaluation are the topics for teachers, however, for the reform are the competences.