Menu
Menu

Menu do Portal GEPEMA

Changes in the Use of and Reflections on Formative Assessment: From Student Teacher to Beginning Mathematics Teacher -- A Case Study

Artigo2021

Catarina Andersson; Eva-Lena Erixon

Metadados apenas Página oficial: Changes in the Use of and Reflections on Formative Assessment: From Student Teacher to Beginning Mathematics Teacher -- A Case Study (abre em nova aba)

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Texto completo não localizado nas fontes consultadas. O registro é mantido pela pertinência.

Resumo

In this case study, we follow the career of one student teacher (Ellen) from her pre-service training to her first year as a mathematics teacher. As part of a research project about what it means to become a mathematics teacher, the aim of the study was to gain insight into the development of formative assessment competence. To accomplish this, we used data from videorecorded lessons and audio-recorded conversations to depict changes in classroom practice and reflections on that practice during the study. Our findings show that Ellen made incremental changes in her classroom practice and that these had an impact on classroom interaction, formative assessment processes, and student involvement in those processes. Corresponding changes were identified in Ellen's reflections, which also indicated that she increased her insight into formative assessment. We discuss our findings in relation both to what it means to become a mathematics teacher and to the development of formative assessment competence.

Dados da obra

Tipo
Artigo
Periódico
Assessment Matters
Ano
2021
Idioma
en
Palavras-chave
Preservice Teacher Education; Mathematics Teachers; Formative Evaluation; Teacher Competencies; Student Evaluation; Teaching Methods; Interaction; Student Participation; Student Teachers; Beginning Teachers
Temas
Avaliação, Formação de Professores de Matemática, Práticas Pedagógicas
ISSN
1176-7839
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ANDERSSON, Catarina; ERIXON, Eva-Lena. Changes in the Use of and Reflections on Formative Assessment: From Student Teacher to Beginning Mathematics Teacher -- A Case Study. Assessment Matters, 2021. Disponível em: https://doi.org/10.18296/am.0049. Acesso em: 5 nov. 2026.

APA

Andersson, C., & Erixon, E. L. (2021). Changes in the Use of and Reflections on Formative Assessment: From Student Teacher to Beginning Mathematics Teacher -- A Case Study. Assessment Matters. https://doi.org/10.18296/am.0049

BibTeX
@article{andersson2021,
  author = {Andersson, Catarina and Erixon, Eva-Lena},
  title = {Changes in the Use of and Reflections on Formative Assessment: From Student Teacher to Beginning Mathematics Teacher -- A Case Study},
  year = {2021},
  journal = {Assessment Matters},
  url = {https://doi.org/10.18296/am.0049},
  language = {en}
}
RIS
TY  - JOUR
AU  - Andersson, Catarina
AU  - Erixon, Eva-Lena
TI  - Changes in the Use of and Reflections on Formative Assessment: From Student Teacher to Beginning Mathematics Teacher -- A Case Study
PY  - 2021
JO  - Assessment Matters
UR  - https://doi.org/10.18296/am.0049
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

Obras relacionadas

Obras do acervo corrente com mais temas em comum.

Acessibilidade

As escolhas valem em todas as páginas internas e ficam só neste navegador. Atalho: tecla de acesso 5.

Perfis rápidos

Ajustes

Sobre a acessibilidade do Portal