Governing through implicit and explicit assessment acts: Multimodality in mathematics classrooms
2015 (English)In: Negotiating Spaces for Literacy Learning: Multimodality and Governmentality / [ed] Mary Hamilton, Rachel Heydon, Kathryn Hibbert, Roz Stooke, London: Bloomsbury Academic, 2015, 132-148 p.Chapter in book (Refereed)
In this chapter the overall context is mathematics education as a semiotic practice. The chapter focuses on a key notion in classroom work in relation to all students’ possibilities to gain some kind of mathematical literacy: assessments taking place in day-to-day interactions between teachers and students. Assessment is here understood as something always present in teaching and learning, incorporating feedback as well as tests. The students display knowing through communicative resources such as speech, symbols, gestures, and the like. The teacher captures student’s displayed knowing and, in some way, s/he also assesses it. This assessment is shown to the student through feedback of various kinds. The assessment can be explicit, for example marks and/or comments on a test. What is foregrounded in this chapter is mainly the implicit feedback and assessments part of most of the interactions that take place on a daily basis in the classroom.
I argue in this text that teachers’ interactions may differ from each other in such a way that students experience qualitatively different feedback from their teachers (see also Watson, 2000). These differences do not only occur between classrooms but also between students in the same classroom with the same teacher. Moreover, it is argued that a consequence of such differences is that the affordances for students’ engagement and learning differ.
Place, publisher, year, edition, pages
London: Bloomsbury Academic, 2015. 132-148 p.
Research subject Mathematics Education
IdentifiersURN: urn:nbn:se:su:diva-121826ISBN: 9781472587480OAI: oai:DiVA.org:su-121826DiVA: diva2:861589