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Zooming in mathematical conversations in the light of the formative assessment

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dc.contributor.author Gundersen, Stine Holm
dc.contributor.author Kohanova, Iveta
dc.date.accessioned 2023-12-07T09:49:15Z
dc.date.available 2023-12-07T09:49:15Z
dc.date.issued 2022
dc.identifier.uri https://dspace.uniba.sk/xmlui/handle/123456789/145
dc.description.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. en_US
dc.description.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). en_US
dc.language.iso en en_US
dc.publisher Free University of Bozen-Bolzano en_US
dc.subject formative assessment en_US
dc.subject mathematical conversations en_US
dc.subject learning of mathematics en_US
dc.title Zooming in mathematical conversations in the light of the formative assessment en_US
dc.type Article en_US


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