FORMATIVE PEER ASSESSMENT IN INQUIRY BASED MATHEMATICS EDUCATION (A CASE STUDY)

被引：0

作者：

Hospesova, Alena ^{[1
]}

Stuchlikova, Iva ^{[1
]}

Zlabkova, Iva ^{[1
]}

机构：

[1] Univ South Bohemia, Ceske Budejovice, Czech Republic

来源：

DEVELOPING MATHEMATICAL LANGUAGE AND REASONING | 2015年

关键词：

mathematics education; primary school level; inquiry based mathematics education; formative assessment; peer assessment;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The paper reports on a case study exploring the issue of peer-assessment in inquiry based mathematics education (IBME). 5th grade pupils were solving a sequence of problems targeting at deepening their notion of large numbers and decimal system and were peer-assessing their solutions. In analysis of these assessments we identified some obstacles (inaccuracy in descriptions of solution, too general comments that did not support further learning).

引用

页码：146 / 155

页数：10

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