지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Research shows that formative assessment has a more powerful effect on student learning than summative assessment. This case study of an 8th grade algebra classroom focuses on how the implementation of Formative Assessment Lessons (FALs) and the participation in teacher learning communities related to FALs changed in the teacher’s instructional practices, over the course of a year, to promote students’ mathematical reasoning and justification. Two classroom observations are analyzed to identify how the teacher elicited and built on students’ mathematical reasoning, and how the teacher prompted students to respond to and develop one another’s mathematical ideas. Findings show that the teacher solicited students’ reasoning more often as the academic year progressed, and students also began developing mathematical reasoning in meaningful ways, such as articulating their mathematical thinking, responding to other students’ reasoning, and building on those ideasleading by the teacher. However, findings also show that teacher change in teaching practices is complicated and intertwined with various dimensions of teacher development. This study contributes to the understanding of changes in teaching practices, which has significant implications for teacher professional development and frameworks for investigating teacher learning.
목차
등록된 정보가 없습니다.
참고문헌 (23)
참고문헌 신청
Black, P. / 1998 / Assessment and classroom learning / Assessment in Education:Principles, Policy & Practice 5 (1) : 7 ~ 74
Black, P. / 2004 / Towards coherence between classroom assessment and accountability:103rd Yearbook of the National Society for the Study of Education / University of Chicago Press : 20
Boaler, J. / 2008 / Promoting relational equity and high mathematics achievement through an innovative mixed ability approach / British Educational Research Journal 34 (2) :
Cohen, D. K. / 1990 / A revolution in one classroom: The case of Mrs. Oublier / Educational Evaluation and Policy Analysis 12 (3) : 311 ~ 329
Cohen, E. G. / 1997 / Working for equity in heterogeneous classrooms: Sociological theory in practice / Teachers College Press
Black, P. / 2004 / Towards coherence between classroom assessment and accountability:103rd Yearbook of the National Society for the Study of Education / University of Chicago Press : 20
Boaler, J. / 2008 / Promoting relational equity and high mathematics achievement through an innovative mixed ability approach / British Educational Research Journal 34 (2) :
Cohen, D. K. / 1990 / A revolution in one classroom: The case of Mrs. Oublier / Educational Evaluation and Policy Analysis 12 (3) : 311 ~ 329
Cohen, E. G. / 1997 / Working for equity in heterogeneous classrooms: Sociological theory in practice / Teachers College Press
이 논문의 저자 정보
최근 본 자료
댓글(0)
0