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Assessment in the mathematics classroom. .: Studies of interaction between teacher and pupil using a multimodal approach
Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
2007 (English)In: CERME 5. European Research in Mathematics Education. / [ed] Pitta-Pantazi, D. & Philippou, G., 2007, 1160-1169 p.Conference paper, Published paper (Refereed)
Abstract [en]

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.
Keyword [en]
assessment, mathematics classroom, social semiotics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-35536ISBN: 978-9963-671-25-0 (print)OAI: oai:DiVA.org:su-35536DiVA: diva2:287475
Conference
Congress of the European Society for Research in Mathematics Education 22-26. February 2007.
Available from: 2010-01-19 Created: 2010-01-18 Last updated: 2010-01-19Bibliographically approved

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fulltext(125 kB)336 downloads
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CiteExportLink to record
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Citation style
  • apa
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  • vancouver
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