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

Michal Yerushalmy; Rachel Hess-Green

doi:10.1142/9789813231191_0037

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

Michal Yerushalmy, Rachel Hess-Green

Department of Mathematics Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-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 language	English
Title of host publication	K-12 Mathematics Education In Israel
Subtitle of host publication	Issues and Innovations
Publisher	World Scientific Publishing Co. Pte Ltd
Pages	335-342
Number of pages	8
Volume	13
ISBN (Electronic)	9789813231191
ISBN (Print)	9789813231184
DOIs	https://doi.org/10.1142/9789813231191_0037
State	Published - 27 Feb 2018

Bibliographical note

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

ASJC Scopus subject areas

General Mathematics
General Social Sciences

Access to Document

10.1142/9789813231191_0037

Cite this

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

Abstract

Bibliographical note

ASJC Scopus subject areas

Access to Document

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