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Supporting Teachers on Designing Problem-Posing Tasks as a Tool of Assessment to Understand Students' Mathematical Learning.
| Content Provider | Semantic Scholar |
|---|---|
| Copyright Year | 2004 |
| Abstract | The study was designed to support teachers on designing problem-posing tasks to understand students' mathematical learning. Seven classroom teachers and the researcher collaboratively set up a school-based team participating in an assessment project that assists teachers in implementing assessment integral to instruction. Four categories that the teachers generated problem-posing tasks included number sentences, pictorial representations or drawings, mathematics languages, and students' solutions collected in a class. Insight into teachers' understanding of students' learning was identified through students' responses to the problem-posing tasks. The tasks that students engaged in generating problems were a useful tool for assessing students' understanding and then informing teachers making further instructions. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.nhcue.edu.tw/~mathedu/PDF%20data/2004academic-supporting%20teachers%20on%20designing%20problem-posing%20task%20as%20a%20tool%20of%20assessment%20to%20unde.pdf |
| Alternate Webpage(s) | http://www.emis.ams.org/proceedings/PME28/RR/RR117_Lin.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
