Formative Assessment for mathematics teaching and learning.

Teacher Professional Development Research by Videoanalysis Methodologies

Contributi
Giorgio Bolondi, Theodora Christodoulou, Andrea Ciani, Seerp de Blauw, Athanasios Gagatsis, Alessandro Gimigliano, Laurent Jeannin, Stefania Lovece, Andrea Maffia, Federica Recchiuti, Camilla Spagnolo, Rob Velder
Livello
Dati
pp. 180,      1a edizione  2018   (Codice editore 11311.2)

Formative Assessment for mathematics teaching and learning. Teacher Professional Development Research by Videoanalysis Methodologies
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Codice ISBN: 9788891774637

In breve

This book aims at describing pathways and achievements of the LLP Comenius Project “FAMT&L – Formative Assessment in mathematics for teaching and learning”. The main purpose of this research project was to encourage the use of formative assessment in the teaching-learning process carried out by mathematics teachers in lower secondary school.

Presentazione del volume

This book aims at describing pathways and achievements of the LLP Comenius Project "FAMT&L - Formative Assessment in mathematics for teaching and learning". The main purpose of this research project was to encourage the use of formative assessment in the teaching-learning process carried out by mathematics teachers in lower secondary school. The five partner universities involved in the Project have been the Alma Mater Studiorum University of Bologna (Italy), the University of Applied Sciences and Arts (Southern Switzerland), the University of Cergy-Pontoise (France), the University of Cyprus, and the
Hogeschool Inholland (Netherlands).
Through the voices of the several actors involved in this project, the book wants to contribute to the international debate on issues regarding teachers' professionalism in the European school systems: specifically, on the development of the professional skills of teachers in the field of assessment practices and on the use of formative assessment in the classroom.

Federica Ferretti, PhD in Mathematics Education, is Researcher in Mathematics Education at the Free University of Bolzano-Bozen, Faculty of Education. Her main research interests concern the Didactic Contract at all school levels, formative assessment in mathematics and formative use of standardized assessments. For years she has been involved in mathematics teachers professional development. She is member of CRESPI Center.

Paraskevi Michael-Chrysanthou is a member of the Special Teaching Staff of the Department of Education at the University of Cyprus (2011-2017). She was a Research Associate in the program of the Cyprus Research Promotion Foundation "The role of representation in learning functions and geometry in the context of the shift from lower secondary education (gymnasium) to upper secondary education (lyceum)" and in the Research Program of the University of Cyprus "Spatial Ability and Geometrical Thinking Development". She also participated in the project "History of Mathematics Education in Cyprus 1878-1960" of the Centre of Scientific Research of the Ministry of Education and Culture.

Ira Vannini, Associate professor of Educational Research at the Department of Education "Giovanni Maria Bertin" of the Alma Mater Studiorum University of Bologna. Her research activities (also in collaboration with CRESPI-Center of Research on teacher professionalism) are focused on topics such as formative evaluation research and curricular planning; studies on teacher training with the use of technics of video-analysis in classroom; use of formative assessment and classroom observation.

Indice

Giorgio Bolondi, Ira Vannini, Athanasios Gagatsis, Laurent Jeannin, Rob Velder, Introduction
Giorgio Bolondi, Ira Vannini,
FAMT&L: a Teacher Professional Development Research
(Origins of the FAMT&L Project; An international path of "Teacher Professional Development Research" (R-F); References)
Andrea Ciani, Ira Vannini, Federica Ferretti, Why formative assessment in Mathematics?
(Introduction; Formative Assessment: assessment for learning for all the students; International debate: different views on the formative assessment; Formative Assessment in Mathematics; Why formative assessment in Mathematics?; FAMT&L view on the Formative Assessment; References)
Federica Ferretti, Athanasios Gagatsis, THE LLP-Comenius FAMT&L Project
(Introduction; The main topics of the Project; The partners of the project; The aims of FAMT&L Project; The Phases of the Project; References)
Paraskevi Michael-Chrysanthou, Theodora Christodoulou, Athanasios Gagatsis, Assessment in classroom: teachers' and students' beliefs
(Introduction; The questionnaires; Teachers' beliefs about the purpose of assessment in Mathematics; Students' beliefs about the purpose of assessment in Mathematics; Conclusions; References)
Laurent Jeannin, Theoretical framework of video-analysis methodology
(Introduction; Point of view of history/representations of the uses of the videos in researches; Methods for recording video in the classroom; Data organization; Procedures and tools dedicated to the analysis; Data reduction tool: macro analysis for indexing an event from video corpus; Using video in a training program: example of France; Conclusions; References)
Stefania Lovece, Ira Vannini, From beliefs to practices: the video-analysis methodologies to observe the formative assessment in classroom
(In classroom practices and teachers' reflective thinking; Observing practices as a fundamental tool; Video analysis to enhance the classroom observation; Video analysis and Formative Assessment; Pilot course for FAMT&L project: a common training model for all Countries; The use of video for teacher training between theory and practice; Collecting videos in a web repository; How to use of videos collected during teacher training; References)
Giorgio Bolondi, Federica Ferretti, Teacher training through the video-analysis: a model for five pilot courses. Mathematics Teachers Change in FA: monitoring of the pilot courses
(Introduction: the frame and the objectives of the pilot courses; The importance of formative assessment in mathematics in teacher's professional development; The design and the methodology of the pilot courses; The structure of pilot course; First results of training model courses; Conclusions; References)
Andrea Maffia, Federica Recchiuti, Camilla Spagnolo, The voice of the teachers: their experience in FAMT&L
(Introduction; Cameras in the maths class: videotaping your own teaching; The experience of the pilot training course: learning from videos; Observing and using the video-analysis grid: my experience; Conclusions; References)
Seerp de Blauw, Rob Velder, Strengths and weaknesses: quality of the project and possibilities for improvement
(Introduction; On the theory of evaluation; External evaluators, critical friends; On the theory of powerful professional development; Focus of evaluation; Working with critical friends; Use of formative assessment; Conclusions; References)
Alessandro Gimigliano, Exploitation activities related to the FAMT&L project
(Introduction; Objectives and exploitation strategy; Methodology; Highlights of project's results; Benefits of exploitation; Sustainability).