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).
|Title of host publication||K-12 Mathematics Education In Israel|
|Subtitle of host publication||Issues and Innovations|
|Publisher||World Scientific Publishing Co. Pte Ltd|
|Number of pages||8|
|State||Published - 27 Feb 2018|
Bibliographical notePublisher Copyright:
© 2018 by World Scientific Publishing Europe Ltd.
ASJC Scopus subject areas
- Mathematics (all)
- Social Sciences (all)