NOMAD – 25(3-4), 2020
Volume 25, No 3-4, October 2020
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Lena Lindenskov and Pia Beck Tonnesen
A logical model for interventions for students in mathematics difficulties – improving professionalism and mathematical confidence
Helena Roos, Maria Lindfors and Anette Bagger
Educational settings in relation to special educational needs in mathematics
Mind the gap between students and their mathematical textbooks
Skapad: 2020-11-04 kl. 09:43
NOMAD 25(3-4), 2020
Formative assessment – from the view of special education teachers in mathematics
The potential of using formative assessment is well demonstrated, but studies about the use of formative assessment from a special education perspective are lacking. This study adds to this gap by investigating the view of formative assessment in a group of 39 special education teachers in mathematics (SETMs) who had learned about formative assessment within the SETM-program 2–6 years earlier. Five respondent interviews were used to design a questionnaire answered by the rest of the group. The SETMs had perceived formative assessment beneficial and useful in all their common sub-responsibilities and reported experiences of benefits as well as challenges. The article discusses the importance of reaching an inclusive formative assessment practice in mathematics education.
Catarina Andersson is a senior lecturer at the Department of Science and Mathematics Education at Umeå University and a member of Umeå Mathematics Education Research Center (UMERC). Catarina works in teacher education, and has previously worked as a primary teacher and a special education teacher. Her main research interests are mathematics education, formative assessment, special education and teacher training.
Skapad: 2020-11-04 kl. 09:30