Abstract:
This paper presents the results of a qualitative study focusing on characterisation of enactment of formative assessment during mathematical conversations by Norwegian primary school teachers. Two second-grade teachers working in a primary school in a large city in Norway were observed during mathematical conversations with their pupils in station teaching regarding various strategies for addition. We suggest a model that characterises the formative assessment enacted during a mathematical conversation from a teacher’s perspective.
Sponsorship:
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 951822. H2020 číslo 951822, Enhancement of research excellence in mathematics teacher knowledge, acronym MaTeK (projectmatek.eu).
