This contribution addresses the theme of technology for formative assessment in the mathematics classroom. Taking a design-based research approach within the European project FaSMEd, we focus on the ways connected classroom technology may support formative assessment strategies in whole class activities. We will refer to a theoretical framework developed within the FaSMEd project, which relates the development of different formative assessment strategies by different agents (teacher, peers, and the student) to different technology functionalities. In particular, we will focus on the functionalities that allow to submit polls to students, gather the answers from them and show the results (both individual answers and cluster ones) in real time. With reference to the theoretical framework and existing literature, we discuss, how the polls can be used, during classroom activities, to foster the activation of formative assessment strategies.

A, B, or C? Exploiting polls as a formative assessment tool for mathematics in a connected classroom environment / Cusi, Annalisa; Morselli, Francesca; Sabena, Cristina. - (2017), pp. 52-60. (Intervento presentato al convegno 13th International Conference onTechnology in Mathematics Teaching tenutosi a Lyon, France).

A, B, or C? Exploiting polls as a formative assessment tool for mathematics in a connected classroom environment

Cusi, Annalisa;
2017

Abstract

This contribution addresses the theme of technology for formative assessment in the mathematics classroom. Taking a design-based research approach within the European project FaSMEd, we focus on the ways connected classroom technology may support formative assessment strategies in whole class activities. We will refer to a theoretical framework developed within the FaSMEd project, which relates the development of different formative assessment strategies by different agents (teacher, peers, and the student) to different technology functionalities. In particular, we will focus on the functionalities that allow to submit polls to students, gather the answers from them and show the results (both individual answers and cluster ones) in real time. With reference to the theoretical framework and existing literature, we discuss, how the polls can be used, during classroom activities, to foster the activation of formative assessment strategies.
2017
13th International Conference onTechnology in Mathematics Teaching
Connected classroom technologies; formative assessment; polls; classroom discussion
04 Pubblicazione in atti di convegno::04b Atto di convegno in volume
A, B, or C? Exploiting polls as a formative assessment tool for mathematics in a connected classroom environment / Cusi, Annalisa; Morselli, Francesca; Sabena, Cristina. - (2017), pp. 52-60. (Intervento presentato al convegno 13th International Conference onTechnology in Mathematics Teaching tenutosi a Lyon, France).
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1276422
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