The paper analyses how connected classroom technologies can be exploited to foster formative assessment practices in the mathematics classroom. Referring to a three- dimensional framework developed within the European project FaSMEd and to Hattie and Temperley’s levels of feedback (2007), an excerpts from a classroom discussion in grade V is analysed in order to show the complex dynamics between the different formative assessment strategies that can be activated.

Enhancing formative assessment strategies in mathematics through classroom connected technology / Cusi, Annalisa; Morselli, Francesca; Sabena, Cristina. - 2:(2016), pp. 195-202. (Intervento presentato al convegno 40th Conference of the International Group for the Psychology of Mathematics Education tenutosi a Szeged, Hungary).

Enhancing formative assessment strategies in mathematics through classroom connected technology

Cusi, Annalisa;
2016

Abstract

The paper analyses how connected classroom technologies can be exploited to foster formative assessment practices in the mathematics classroom. Referring to a three- dimensional framework developed within the European project FaSMEd and to Hattie and Temperley’s levels of feedback (2007), an excerpts from a classroom discussion in grade V is analysed in order to show the complex dynamics between the different formative assessment strategies that can be activated.
2016
40th Conference of the International Group for the Psychology of Mathematics Education
Connected classroom technologies; formative assessment; polls; classroom discussion
04 Pubblicazione in atti di convegno::04b Atto di convegno in volume
Enhancing formative assessment strategies in mathematics through classroom connected technology / Cusi, Annalisa; Morselli, Francesca; Sabena, Cristina. - 2:(2016), pp. 195-202. (Intervento presentato al convegno 40th Conference of the International Group for the Psychology of Mathematics Education tenutosi a Szeged, Hungary).
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1276429
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