Literaturnachweis - Detailanzeige
| Autor/inn/en | Davis, Gary E.; McGowen, Mercedes A. |
|---|---|
| Titel | Formative Feedback and the Mindful Teaching of Mathematics |
| Quelle | In: Australian Senior Mathematics Journal, 21 (2007) 1, S.19-29 (11 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0819-4564 |
| Schlagwörter | Mathematics Teachers; Instructional Design; Feedback; Formative Evaluation; Mathematics Instruction; Curriculum Development; College Students; College Mathematics; Algebra |
| Abstract | The authors of this paper examine the use of formative assessment as a tool to assist teachers of mathematics to become more mindful developers of curricula. They focus on instructional design that is based on careful examination of student answers to questions. Empirical studies have shown the effectiveness of formative assessment for students, and recent theoretical work indicates that the positive feedback aspect of formative assessment stimulates self-regulation and transformation, processes that are regarded as critical to developing intelligence. The authors apply these ideas of formative assessment to teachers of senior mathematics as they rethink instructional design. (Contains 4 tables.) (ERIC). |
| Anmerkungen | Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide, 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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