Social Representations of High School Students About Mathematics Assessment

被引：8
作者：
Martínez-Sierra G. [1 ]
Valle-Zequeida M.E. [1 ]
Miranda-Tirado M. [2 ]
Dolores-Flores C. [1 ]
机构：
[1] Autonomous University of Guerrero, Guerrero State, Chilpancingo
[2] High School Education Institute, Mexico City
来源：
Canadian Journal of Science, Mathematics and Technology Education | 2016年 / 16卷 / 3期
关键词：
D O I：
10.1080/14926156.2015.1119336
中图分类号：
学科分类号：
摘要：
The perceptions of students about assessment in mathematics classes have been sparsely investigated. In order to fill this gap, this qualitative study aims to identify the social representations (understood as the system of values, ideas, and practices about a social object) of high school students regarding assessment in mathematics. We used semistructured focus group interviews to obtain data (N = 50). The data were examined using theoretical thematic analysis with the assistance of the specialized ATLAS.ti software. Eight themes or social representations emerged (e.g., assessment that measures the students' learning or assessment that measures the advances or what has been acquired). The results are consistent with literature that shows that students' representations about assessment in mathematics are closely linked to their representations of mathematics itself and the learning of it and also to their representation of what is fair and what is not. © 2016 Ontario Institute for Studies in Education of the University of Toronto.
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页码：247 / 258
页数：11
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