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Can designed student responses support teachers to interact with students in a productive way?: a report from the Formative Assessment Working Group (2015 ISDDE conference)

Evans, Sheila; Ayalon, Michal

Authors

Sheila Evans Sheila.Evans@nottingham.ac.uk

Michal Ayalon



Abstract

This paper introduces the use of pre-designed student responses to unstructured mathematics problems as a possible resource for teachers to develop their capacity of acting contingently in the mathematics classroom in a productive way, whilst teaching. We frame our argument around the notion that contingent moments can be regarded as problem-situations that are, at times, too demanding for the teacher to effectively solve. We provide an unstructured mathematics problem and accompanying designed student responses to illustrate and explain our thinking, considering how this approach has the potential to help teachers flexibly and productively engage with students’ reasoning in-the-moment of instruction. We end the paper with a call for empirical studies to explore these ideas further.

Citation

Evans, S., & Ayalon, M. (2016). Can designed student responses support teachers to interact with students in a productive way?: a report from the Formative Assessment Working Group (2015 ISDDE conference)

Journal Article Type Article
Acceptance Date Aug 9, 2016
Publication Date Sep 1, 2016
Deposit Date Jan 13, 2017
Publicly Available Date Jan 13, 2017
Journal Educational Designer
Electronic ISSN 1759-1325
Peer Reviewed Peer Reviewed
Volume 3
Issue 9
Public URL http://eprints.nottingham.ac.uk/id/eprint/39853
Publisher URL http://www.educationaldesigner.org/ed/volume3/issue9/article33/
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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