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
|World Scientific Publishing Co. Pte Ltd
|Number of pages
|Published - 27 Feb 2018
Bibliographical notePublisher Copyright:
© 2018 by World Scientific Publishing Europe Ltd.
ASJC Scopus subject areas
- General Mathematics
- General Social Sciences