Challenges teachers face when designing their resources: The case of technology-based formative assessment

Michal Yerushalmy, Rachel Hess-Green

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

Teachers face challenges when conducting lessons built on student-designed solu tion strategies. The work we describe here is part of an effort to explore how tech nological support for classroom formative assessment may play a role in attempts to reform mathematics instruction. We focus on the challenges involved in teach ers' attempts to design and experience a new genre of formative assessment with an automated formative assessment platform in mathematics (STEP).

Original languageEnglish
Title of host publicationK-12 Mathematics Education In Israel
Subtitle of host publicationIssues and Innovations
PublisherWorld Scientific Publishing Co. Pte Ltd
Pages335-342
Number of pages8
Volume13
ISBN (Electronic)9789813231191
ISBN (Print)9789813231184
DOIs
StatePublished - 27 Feb 2018

Bibliographical note

Publisher Copyright:
© 2018 by World Scientific Publishing Europe Ltd.

ASJC Scopus subject areas

  • Mathematics (all)
  • Social Sciences (all)

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