Relationships between assessment episodes in mathematics and gender inequalities in France and Brazil
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.
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BibTeX
@article{albuquerque2026relationships,
title = {{Relationships between assessment episodes in mathematics and gender inequalities in France and Brazil}},
author = {Marcela Silva De Albuquerque and Chloé Brismontier and Elisangela Bastos de Mélo Espindola and Mariana Moran and Magda Beatriz de Lima Almeida},
journal = {Em Teia: Revista de Educação Matemática e Tecnológica Iberoamericana},
year = {2026},
month = sep,
doi = {10.51359/2177-9309.2026.269948},
url = {https://hal.science/hal-05773952v1},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Relationships between assessment episodes in mathematics and gender inequalities in France and Brazil
AU - Marcela Silva De Albuquerque
AU - Chloé Brismontier
AU - Elisangela Bastos de Mélo Espindola
AU - Mariana Moran
AU - Magda Beatriz de Lima Almeida
PY - 2026
DA - 2026/09/30
JO - Em Teia: Revista de Educação Matemática e Tecnológica Iberoamericana
DO - 10.51359/2177-9309.2026.269948
UR - https://hal.science/hal-05773952v1
AB - 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.
SN - 2177-9309
ER -