Developing design principles and task types for classroom response system tasks in mathematics
نویسندگان
چکیده
This article reports on results from a design research project that implements formative assessment practice with support classroom response system (CRS). Cumulatively building earlier and drawing iteratively generated data secondary schools in Sweden, the elaborates principles task types for constructing CRS tasks aimed at generating mathematical discussions. The study three principles, six 31 empirically evaluated useful developing using practices. are discussed relation to research, methodological considerations cultural context of Sweden.
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ژورنال
عنوان ژورنال: International Journal of Mathematical Education in Science and Technology
سال: 2021
ISSN: ['0020-739X', '1464-5211']
DOI: https://doi.org/10.1080/0020739x.2021.1931514