Aware that my (pre) conceptions of mathematics, mathematics teaching, and mainly assessment in mathematics come from my own history as a student and as a teacher in training, I organized this memorial which I present here and that constitutes the initial chapter of my doctoral thesis. Starting from an experience with the use of a stage test in Mathematics classes, in an attempt to bring it closer to its formative perspective, I came across a number of concerns that prompted me to interpret who I am, what I believe in, and why I think in a certain way. This text depicts part of the path and is the result of a reflective process, in which I became the protagonist of my own research, proposing to investigate my performance in the classroom and, in particular, my assessment practice, from relations with the various contexts in which I find myself inserted. By publishing it, I glimpse at “instigating” other teachers to become researchers of their own practices too.
Mathematics Education; Assessment of School Learning; School Assessment Process as an Investigative Practice