Zooming in mathematical conversations in the light of the formative assessment

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