La evaluación en matemática: ¿evaluamos lo mismo cuando diseñamos distintos temas?

Abstract

In any teaching-learning project, evaluation is an important tool and the design of equivalent evaluations is usually a source of great complexities for teachers. This leads us to consider that for students, future teachers, designing and managing an evaluation has to be a learning situation in their initial training. In this article we propose to address some aspects that influence the equivalence of one evaluation and another, and that are often not taken into account in their design. These are elements that provide relevant information about the teaching task to the training of future teachers.