Rapport från projektet Multimodala uppgifter och bedömning i matematik: Video och kollaborativa samtal som metod vid lärares bedömning av elevers matematiska kunskaper
2015 (Swedish)Report (Other academic)
This research will discuss some experiences from a four year school research study. It was conducted in cooperation with teachers from four municipalities in Dalarna. The aim of the research was to examine teachers´ professional development when they participated in collaborative discussions based on video recordings and video edited material from specific lessons in their own practice. The study had two foci one was to investigate methods and tools that teachers can use to develop their ability to assess their students while working on multimodal tasks. The other was to examine how video can be used by teachers wanting to obtain knowledge about assessing students. The study is based on several theories about when teachers collaborate to create new knowledge. The first is the design theoretical approach – where visual ethnography and a semiotic approach contribute to problematize the use and mixture of different modes. A basic assumption of the framework here is that meanings are made and communicated in mathematics through a wide range of semiotic modes. By using video as an essential tool in the research the framework theories concerning visual ethnography, video documentation and individuals as reflective practitioners were also needed. The findings can be divided into the following themes: the use of tasks for assessment, collaborative discussion, equipment, ethical dilemmas. Collaborative discussions were evaluated as a meaningful way of sharing knowledge. The use of video recordings in association with these discussions raised important ethical issues. Working with the assessment framework was of great interest to the teachers but it took a lot of time from their ordinary work. In this way the project highlighted more general aspects of school development. The research also concerns teachers´ use of collaborative discussions in assessment work, multimodal tasks in mathematics and video as a research tool in general.
Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2015.
Kultur och lärande, ISSN 1403-6878 ; 2015:01
Assessment, charts, classroom, collaborative discussions, creativity, ethical dilemmas, knowledge, mathematics, matrices, multimodality, multimodal tasks, video as a research tool, video documentation, video excerpts
Didactics Pedagogy Media Engineering
Research subject Intercultural Studies; Education and Learning
IdentifiersURN: urn:nbn:se:du-17217ISBN: 978-91-89020-88-7OAI: oai:DiVA.org:du-17217DiVA: diva2:798918
Finansierat av Skolforskningsfonden2015-03-272015-03-272016-04-01Bibliographically approved