NOMAD sökresultat

  1. NOMAD – 22(3), 2017

    Volume 22, No 3, September 2017

    e-NOMAD

    [PDF] displays the full text pdf. The two most recent volumes are password protected. Use ”Open access” in the menu for full text of older articles.

    Editorial

    Sharada Gade

    Research as praxis, en route theory/practice teacher-researcher collaboration: a self-study

    [PDF]

    Torulf Palm, Catarina Andersson, Erika Boström and Charlotta Vingsle

    A review of the impact of formative assessment on student achievement in mathematics

    [PDF]

    Andreas Eckert

    Theorizing the interactive nature of teaching mathematics: contributing to develop contributions as a metaphor for teaching

    [PDF]

    Annette Hessen Bjerke

    The development of pre-service teachers’ self-efficacy in teaching mathematics

    [PDF]

    Paul Andrews and Niclas Larson

    Analysing genomgång: a Swedish mathematics teaching lesson event

    [PDF]

    Innehåll: JH

    Skapad: 2017-09-20 kl. 01:00

  2. NOMAD 22(3), 2017

    A review of the impact of formative assessment on student achievement in mathematics

    Torulf Palm, Catarina Andersson, Erika Boström and Charlotta Vingsle

    Abstract
    Research reviews show that formative assessment has great potential for raising student achievement in general, but there is a need for reviews of formative assessment in individual subjects. This review examines its impact on student achievement in mathematics through an assessment of scientific journal articles published between 2005 and 2014 and indexed in Web of science. Through the use of search terms such as ”formative assessment”, ”assessment for learning” and ”self-regulated learning”, different approaches to formative assessment were included in the review. While varying in approach, they all share the defining characteristic of formative assessment: agents in the classroom collect evidence of student learning and, based on this information, adjust their teaching and/or learning. The results show positive relations between student achievement in mathematics and the ways of doing formative assessment included in the review.

    Torulf Palm
    Torulf Palm is associate professor in pedagogical work and a member of Umeå Mathematics Education Research Centre (UMERC). He works at the Department of Science and Mathematics Education, Umeå University. His main research interests are formative assessment, teacher professional development and mathematics education.

    Catarina Andersson
    Catarina Andersson is assistant professor in pedagogical work and a member of Umeå Mathematics Education Research Centre (UMERC). She works at the Department of Science and Mathematics Education, Umeå University. Catarina has a background as a primary teacher and special education teacher. Her main research interests are formative assessment, teacher professional development, special education and mathematics education.

    Erika Boström
    Erika Boström is a PhD student in Mathematics Education and a member of Umeå Mathematics Education Research Centre (UMERC). She works at the Department of Science and Mathematics Education, Umeå University. Erika has a background as a teacher in mathematics and biology and has also worked with developing Swedish national tests in mathematics. Her research interests concern formative assessment, teacher professional development and mathematics education.

    Charlotta Vingsle
    Charlotta Vingsle is a PhD student in pedagogical work and a member of Umeå Mathematics Education Research Centre (UMERC). She works at the Department of Science and Mathematics Education, Umeå University. Charlotta has a background as a primary teacher. Her research interests concern formative assessment, self-regulated learning and mathematics education.

    Skapad: 2017-09-20 kl. 01:00

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