Abstract
Our objective in this paper is to create some thoughts about the articulation of research on curriculum, assessment and teacher training in the area of mathematics education, particularly focused on how articulate the projects/actions that constitute public policies in Brazil are when considering this triad. These reflections are based on experiences in our research group, projects/actions of governmental reorganization curriculum, and teacher training. We emphasize the need to develop research on articulated curriculum, assessment, and teacher training and their results to be better publicized, in order to contribute effectively in the formulation of public policies. Even within projects/actions that constitute public policies in Brazil, it is observed that the proposed curriculum discussion, evaluation, and training of teachers do not correlate and are implemented as if they were self-sufficient, with visible dislocation.
Keywords:
Curriculum; Evaluation; Teacher Training; Mathematics Education