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A professional development program in formative assessment for mathematics teachers: Which changes did the teachers do and why?
Umeå Mathematics Education Research Centre, Umeå University, Sweden.
Umeå Mathematics Education Research Centre, Umeå University, Sweden.
2015 (English)In: Proceedings of the ninth conference of the European Society for Research in mathematics education (CERME9) / [ed] Krainer, K Vondrova, N, Prague: Charles University , 2015, p. 2947-2948Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study is part of a larger research project about a comprehensive professional development program (PDP) in formative assessment for mathematics teachers. The aim of the study is to investigate in which ways the teachers' classroom practice change, with respect to formative assessment, after participating in the PDP, and which some of the reasons may be for these changes. Fourteen randomly chosen grade-seven mathematics teachers participated in the PDP. The teachers were interviewed and their classroom practices observed, before and after the PDP. They also answered two questionnaires about the PDP. Preliminary results show that all teachers were motivated to change and did change their practice, but to varying degrees.

Place, publisher, year, edition, pages
Prague: Charles University , 2015. p. 2947-2948
Keywords [en]
Professional development, formative assessment, mathematics education
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-163262ISI: 000466853904032ISBN: 978-80-7290-844-8 (print)OAI: oai:DiVA.org:umu-163262DiVA, id: diva2:1352412
Conference
9th congress of European Reasearch in Mathematics Education, Prague, February 4-8, 2015
Available from: 2019-09-18 Created: 2019-09-18 Last updated: 2019-09-18Bibliographically approved

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Boström, ErikaPalm, Torulf

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CiteExportLink to record
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Citation style
  • apa
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Language
  • de-DE
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  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
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