{
  "abstract": "This study aims to analyze the relationship between assessment practices and gender inequalities in school mathematics learning in France and Brazil. In this article, we present the results of two ongoing dissertations grounded in the didactic approach to mathematics assessment. In the methodology, we detail the processes of data collection and analysis regarding formal assessment episodes in a 6th-grade elementary school class in Brazil and informal assessment episodes in Cours Préparatoires classes in France. Among the French findings, we highlight that didactic interventions for girls involve more interactions centered on the mathematical task itself, particularly during the process of understanding their problem-solving approach, through actions aimed at validating knowledge or providing assistance to identify relevant information in the problem statements. On the other hand, in both Brazil and France, boys appear to be more involved in interactions that engage the affective dimension, particularly in the form of actions aimed at: encouragement, comments on their behavior, or support for engagement in the mathematical task.",
  "abstract_shown": true,
  "affiliations": [],
  "article_type": null,
  "arxiv": null,
  "author_total": 5,
  "authors": [
    {
      "name": "Marcela Silva De Albuquerque"
    },
    {
      "name": "Chloé Brismontier"
    },
    {
      "name": "Elisangela Bastos de Mélo Espindola"
    },
    {
      "name": "Mariana Moran"
    },
    {
      "name": "Magda Beatriz de Lima Almeida"
    }
  ],
  "bibtex": "https://research.draconitic.com/paper/1h81j6gnjj6fd.bib",
  "cited_by": 0,
  "doi": "10.51359/2177-9309.2026.269948",
  "fulltext_url": null,
  "id": "1h81j6gnjj6fd",
  "issns": [
    "2177-9309"
  ],
  "landing_url": "https://hal.science/hal-05773952v1",
  "language": "pt",
  "licence": "CC-BY-4.0",
  "licence_label": "CC BY 4.0",
  "licence_source": "article",
  "licence_url": "https://creativecommons.org/licenses/by/4.0/",
  "metadata_licence": null,
  "native_subjects": [
    [
      "hal",
      "0.math"
    ],
    [
      "hal",
      "0.shs"
    ],
    [
      "hal",
      "1.shs.edu"
    ],
    [
      "hal",
      "1.shs.genre"
    ],
    [
      "openalex",
      "3304|Mathematics Education and Teaching Techniques"
    ]
  ],
  "openalex": "W7214989670",
  "pdf_url": "https://hal.science/hal-05773952/document",
  "pmcid": null,
  "pmid": null,
  "published": "2026-09-30",
  "publisher": "Recife PE: Universidade Federal de Pernambuco Programa de Pós-Graduação em Educação Matemática e Tecnológica",
  "ris": "https://research.draconitic.com/paper/1h81j6gnjj6fd.ris",
  "sources": [
    {
      "first_seen": "2026-10-30T12:17:45Z",
      "native_id": "hal-05773952",
      "source": "hal",
      "url": "https://hal.science/hal-05773952v1"
    }
  ],
  "subjects": [
    {
      "field": "mathematics",
      "origin": "hal:0.math",
      "subfield": "general"
    }
  ],
  "title": "Relationships between assessment episodes in mathematics and gender inequalities in France and Brazil",
  "title_text": "Relationships between assessment episodes in mathematics and gender inequalities in France and Brazil",
  "type": "peer-reviewed",
  "updated_at": "2026-10-30T12:17:45Z",
  "url": "https://research.draconitic.com/paper/1h81j6gnjj6fd",
  "venue": "Em Teia: Revista de Educação Matemática e Tecnológica Iberoamericana",
  "versions": []
}