This research emerged from the need to study pedagogical evaluation and also on
how teachers use external evaluation to improve mathematics teaching in the early
years. The investigation was developed with a qualitative approach of an interpretative
nature, in the form of a collective instrumental case study. The general objective of the
research is to analyze how teachers use external evaluation to improve their teaching
practices in mathematics in the early years and the thesis presented is that the practice
of evaluation in an articulated perspective can consolidate the relevance of
pedagogical evaluation for the improvement of student learning and education
management. Dimensions such as summative assessment, formative assessment,
mathematics teaching and external assessment are analyzed, as well as an articulated
perspective of assessment in the classroom. The empirical data were the object of a
content analysis guided by a reference matrix, elaborated with the theme of evaluation,
present in the dialogues with the researched teachers and in the theoretical framework
adopted on internal and external evaluation. We considered in the research that
external evaluation has subsidies that can be considered in the pedagogical evaluation
process and that it should be at the service of improving students' learning. The data
showed that teachers seek to know the results of external evaluation and are
concerned with students' performance in mathematics and also, in a non-formal way,
pedagogically analyze external data and make connections with the organization of
teaching, learning and internal evaluation of the school. They commonly understand
evaluation as a diagnostic function and recognize the need for theoretical deepening
in Mathematics. They share with the school team the planning of teaching and
assessment practices to improve student performance in external exams and point to
the perspective of developing assessment practices that are at the service of improving
student learnin.
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