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The impact of a teacher professional development program in formative assessment on mathematics teachers’ classroom practice
Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
2014 (English)In: Development of mathematics teaching: Design, Scale, Effects, 2014Conference paper, Abstract (Other academic)
Abstract [en]

This study is a sub study in a project about a comprehensive professional development program (PDP) for mathematics teachers in formative assessment (FA). My aim is to investigate in which ways the participating teachers’ classroom practice change, due to the delivered PDP, and also to identify reasons for the changes and the variation in changes. Fourteen randomly chosen mathematics teachers in secondary school participated in the PDP. The teachers were interviewed and their classroom practice observed before and after the PDP. They have also answered two questionnaires. Preliminary results show that all teachers were motivated to change and did change their practice, but to varying degrees. Factors that were important for the change to take place have been identified.

Place, publisher, year, edition, pages
Keyword [en]
Formative assessment, mathematics didactics, professional development
Keyword [sv]
Formativ bedömning, matematikdidaktik, fortbildning
National Category
Didactics Pedagogical Work
Research subject
didactics of mathematics; educational work
URN: urn:nbn:se:umu:diva-93565OAI: diva2:749747
Nionde Matematikdidaktiska forskningsseminariet(MADIF-9), Umeå,Feb 4-5, 2014
Available from: 2014-09-25 Created: 2014-09-25 Last updated: 2015-05-20Bibliographically approved

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Boström, Erika
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Umeå Mathematics Education Research Centre (UMERC)Department of Science and Mathematics Education
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