Teachers' Assessments of Students' Learning of Mathematics

Autor/inn/en	Buhagiar, Michael A.; Murphy, Roger
Titel	Teachers' Assessments of Students' Learning of Mathematics
Quelle	In: Assessment in Education: Principles, Policy & Practice, 15 (2008) 2, S.169-182 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Secondary School Mathematics; Mathematics Teachers; Educational Assessment; Educational Practices; Classroom Observation Techniques; Pedagogical Content Knowledge; Foreign Countries; Teacher Effectiveness; Mathematics Instruction; Teaching Methods; Malta + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Education; assessment; Bewertungssystem; Bildungspraxis; Pädagogische Kompetenz; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper reports a study of the classroom assessment practices of 12 sixth form college mathematics teachers in Malta. It explores the extent to which these teachers are knowledgeable about their students' learning of mathematics and the implications that this has for their classroom practices. It reveals that these teachers' knowledge of their students' understanding of certain mathematical concepts is fairly limited. It then goes on to discuss this phenomenon in terms of a process that can hinder rather than promote learning. The research illuminates the position of teachers who appear to lack certain detailed information about their students which, it can be argued, could inform more effective teaching strategies. The paper concludes by exploring possible implications for similar situations where learning could be enhanced by more effective classroom assessment strategies and their use to inform future teaching and learning activities. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10