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Can designed student responses support teachers to interact with students in a productive way? (2017)
Journal Article
Evans, S., & Ayalon, M. (2017). Can designed student responses support teachers to interact with students in a productive way?

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 teachin... Read More

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) (2016)
Journal Article
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). ISSN 1759-1325

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 teachin... Read More

Developing students’ strategies for problem solving in mathematics: the role of pre-designed “Sample Student Work” (2014)
Journal Article
Evans, S., & Swan, M. (2014). Developing students’ strategies for problem solving in mathematics: the role of pre-designed “Sample Student Work”. ISSN 1759-1325

This paper describes a design strategy that is intended to foster self and peer assessment and develop students’ ability to compare alternative problem solving strategies in mathematics lessons. This involves giving students, after they themselves ha... Read More

Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons? (2014)
Conference Proceeding
Evans, S., Jones, I., & Dawson, C. (2014). Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons?

Schools, districts and inspectorates routinely use non-specialists to observe lessons for accountability and professional development purposes. However, there is little empirical research on how well non-specialists observe lessons. We describe two p... Read More

The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers (2014)
Conference Proceeding
Evans, S., Mullins, N., & Waring, L. (2014). The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers

The benefits of learning mathematics by comparing, reflecting on and discussing multiple approaches to a problem are well-known (Silver, 2005). However, teachers using non-routine problem-solving tasks designed to encourage multiple approaches face c... Read More