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Mathematics teachers’ communication about educational goals – A comparison between students’ beliefs, teachers’ descriptions and teaching
Luleå University of Technology, Department of Arts, Communication and Education.
2016 (English)In: Proceedings of MADIF10, The Tenth mathematics Education Research Seminar, Karlstad January 26-27, 2016: ICT in Mathematics Education: The Future and the realities, 2016Conference paper (Refereed)
Abstract [en]

The aim of this study is to explore Swedish upper elementary school students’ experiences of mathematics teachers’ assessment practices, with a focus on educational goals communicated between the teacher and the class. Research reviews about assessment identify a need for further research into younger students’ perspectives, perceptions and experiences. In this study, students’ experiences in three cases are viewed from a holistic perspective, by adapting Visual model of curriculum policy, design and enactment system by Remillard and Heck (2014) to a Swedish context. Teachers’ and students’ perceptions of teaching objectives and assessment criteria are in this study explained and discussed out of several theoretical aspects such as formative assessment, in which knowledge and understanding of teaching objectives and evaluation criteria is a key strategy (Black & Wiliam, 2009; Wiliam, 2013).

Place, publisher, year, edition, pages
Research subject
Mathematics Education
URN: urn:nbn:se:ltu:diva-32794Local ID: 76575f22-9148-407f-be9f-0588e77fbbdfOAI: diva2:1006028
Upprättat; 2016; 20160216 (lenhei)Available from: 2016-09-30 Created: 2016-09-30

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