Assessment in the mathematics classroom. .: Studies of interaction between teacher and pupil using a multimodal approach
2007 (English)In: CERME 5. European Research in Mathematics Education. / [ed] Pitta-Pantazi, D. & Philippou, G., 2007, 1160-1169 p.Conference paper (Refereed)
Several researchers stress the fact that students focus their learning according to thecontent in the assessment and to how this is carried out. Assessment in this particularstudy is not in a “usual” formal situation. Instead it refers to assessment which canbe found in the interaction between teacher and pupil during hands-on work inmathematics. The analytical tools are derived from research of formative assessment,the National syllabus in mathematics and a multimodal approach within a socialsemiotic frame. The results indicate that pupils do not always get constructivefeedback when showing meaning-making in mathematics. Possible reasons for thisare discussed from an institutional perspective.
Place, publisher, year, edition, pages
2007. 1160-1169 p.
assessment, mathematics classroom, social semiotics
Research subject Mathematics Education
IdentifiersURN: urn:nbn:se:su:diva-35536ISBN: 978-9963-671-25-0OAI: oai:DiVA.org:su-35536DiVA: diva2:287475
Congress of the European Society for Research in Mathematics Education 22-26. February 2007.