Descripción

The assessment of mathematical competencies is an aspect of paramount importance for involving students in their own learning process. Formative assessment stands out as an opportunity to improve the level of learning achieved; however, in some contexts it is applied partially or systematically, giving priority to summative or final assessment. The aim of this study was to identify the processes that support formative assessment in relation to the achievement of mathematics competencies in basic education. For this purpose, the documentary review technique and an analysis matrix were used as a tool to answer the following question: Which formative assessment processes are relevant to the achievement of mathematics literacy in elementary education? The documents were located in databases such as WoS, Scielo, Redalyc and Google Scholar and then an analysis matrix was applied. It is concluded that formative assessment is of extraordinary relevance for the acquisition of mathematical competences when it applies feedback processes, such as the identification of achievements, self-assessment and co-assessment, in which students are recognized as the main actors of their learning process; therefore, this type of assessment allows them to focus on the internal demand to learn, not only in the areas of knowledge they have to master, but in all aspects of their lives.