ASSESSMENT TOOLS FOR MATHEMATICS LEARNING IN THE 3RD GRADE OF ELEMENTARY SCHOOL: THEORETICAL AND LEGAL FOUNDATIONS AND PEDAGOGICAL IMPLICATIONS

Abstract

Learning assessment constitutes a central element of the educational process, playing a fundamental role in mediating curriculum, pedagogical practice, and student development. In Elementary Education, particularly in the 3rd year, assessment in Mathematics acquires strategic relevance due to its direct connection with the process of mathematical literacy, considered a priority in Brazilian educational policies. This article aims to analyze the theoretical and legal foundations that guide learning assessment instruments in Mathematics in the 3rd year of Elementary Education, in light of Brazilian educational legislation and current curricular documents, dialoguing with implications for pedagogical practice in public schools. This is a theoretical-analytical study grounded in the Federal Constitution of 1988, the Law of Guidelines and Bases of National Education, the National Common Curricular Base, the State Education Plan of Amazonas, the Amazonian Curricular Framework, as well as classical authors in educational assessment. The results show that although official documents advocate formative, procedural, and inclusive assessment, significant gaps remain regarding objective guidance on the selection and use of assessment instruments, transferring to teachers the responsibility for complex evaluative decisions. It is concluded that strengthening learning assessment in Mathematics requires greater articulation between theory, legislation, and teaching practice in order to ensure equity and quality in the educational process.