ACTIVITY OF EVALUATION GROUP COORDINATION AT THE MATHEMATICS FAIR: A study from the perspective of those involved

Abstract

This study aimed to investigate the perceptions of individuals who assume the role of Group Evaluation Coordinator (GEC) during the assessment process carried out on the day of a Mathematics Fair (FMat) exhibition. The research, based on a qualitative approach, was conducted within the context of a Regional Mathematics Fair (RMF) and involved interviews with participants who had taken on the GEC role. Data analysis, grounded in Discursive Textual Analysis (DTA), revealed that participants' perceptions focused on two main axes: (i) the organization and dynamics of the evaluation process, and (ii) the actions of those who assume the GEC role. Participants highlighted challenges such as limited time for conducting the assessment and writing the synthesis report, the constraints of using handwritten formats, and the absence of post-event dialogue between evaluators and project advisors. In contrast, they suggested the use of digital tools, extension of deadlines for submitting the synthesis report, and the strengthening of formative training spaces. The results reinforce the understanding of the GEC as a formative practice that requires qualified mediation, evaluative sensitivity, and command of written language, contributing to the improvement of the evaluation process and to teachers’ professional development.