ABSTRACT

On primary education, the evaluation allows teachers to meet skills acquired by

students that will serve for their future, that is why it can not be achieved only
through writting tets but also through contextualized tasks . This research was
conducted to a general objective: To analyze the relationship between learning
activities in the classroom and evaluation procedures and instruments used for
Primary Education Teachers in the field of Math.
The study is correlational in qualitative, so the analysis does not include quantitative
indices such as correlation coefficient. The research design is not experimental trans,
because the information was collected in a one chance in a period of time. The
sample was not random and intentional. Like a group of analysis were selected the
morning section shift consisting of 40 students and one afternoon shift consisting of
40 students in two courses of 4th primary students of each school. From each course
we selected a ratio of ten students which were selected randomly through its list
number, the first ten odd numbers of current list of participants in the sample.
Also took part of the respective research Heads of UTP from each school and
mathematics teachers. The techniques selected were direct observation, interview
technique and used as an additional technique the review of learning resources and
assessment tools used by teachers in their classrooms. With every technique the
information was gathered, recorded and then proceeded to its analysis.
The conclusions are that there is a close relationship between learning activities and
assessment instruments and procedures applied by the teachers in the field of
Mathematics, which is consistent with the theoretical framework worked. Teachers
today ar guided primarily by the new curriculum framework, even though it is
important to highlight that the activities of learning and tools applied to students
must be contextualized according to the reality they unfold.