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Published December 5, 2022 | Version v1
Journal article Open

Tales of Evaluation in School Mathematics


This is the tale of the power effects of evaluation in the shaping of the desired child. It maps, by using historical and cultural strategies, the circulating truths about standardized assessments and the need of learning mathematics at school. The analysis takes discourses around large-scale assessment and curricular guidelines to portray that the role granted to assessment for the normalization of mathematics education is intertwined with neoliberalism. Within these circulating discourses, assessment systems were taken as the path to achieve quality as a guiding system to help in decision-making processes. This paper is aimed at problematizing the need of higher proficiency in mathematics as a fixation of raising scores to achieve the illusion of producing the desired scientific self.



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