Literaturnachweis - Detailanzeige
Autor/in | Ginsburg, Herbert P. |
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Titel | The Challenge of Formative Assessment in Mathematics Education: Children's Minds, Teachers' Minds |
Quelle | In: Human Development, 52 (2009) 2, S.109-128 (20 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0018-716X |
DOI | 10.1159/000202729 |
Schlagwörter | Interviews; Mathematics Education; Student Evaluation; Formative Evaluation; Instructional Materials; Developmental Psychology; Barriers; Student Development; Teacher Student Relationship; Child Development; Epistemology; Mathematical Concepts; Concept Formation; Cognitive Development; Learning Theories; Cognitive Ability; Mathematics Instruction Interviewing; Interviewtechnik; Mathematische Bildung; Schulnote; Studentische Bewertung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Entwicklungspsychologie; Teacher student relationships; Lehrer-Schüler-Beziehung; Kindesentwicklung; Erkenntnistheorie; Concept learning; Begriffsbildung; Kognitive Entwicklung; Learning theory; Lerntheorie; Denkfähigkeit; Mathematics lessons; Mathematikunterricht |
Abstract | The developmental psychology of mathematical thinking and the clinical interview method can make major contributions to education by transforming the process of formative assessment--the attempt to use information concerning student performance, knowledge, learning potential, and motivation to inform instruction. The clinical interview is a powerful method for learning about students' underlying cognitive competence. Cognitive developmental theory is essential because assessment is only as "valid" as the ideas on which it is based. Yet current theories of developmental trajectories need to be supplemented by consideration of obstacles that the student must overcome. These involve the mathematics, instructional materials and the teacher. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |