Assessment in the Mathematics Classroom. Studies of Interaction between Teacher and Pupil Using a Multimodal Approach
نویسنده
چکیده
Several researchers stress the fact that students focus their learning according to the content in the assessment and to how this is carried out. Assessment in this particular study is not in a “usual” formal situation. Instead it refers to assessment which can be found in the interaction between teacher and pupil during hands-on work in mathematics. The analytical tools are derived from research of formative assessment, the National syllabus in mathematics and a multimodal approach within a social semiotic frame. The results indicate that pupils do not always get constructive feedback when showing meaning-making in mathematics. Possible reasons for this are discussed from an institutional perspective.
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