Formative Assessment Framework in Mathematics Instruction

• In Event: 29.082 - Roundtable Session 9
  In Roundtable Session: 29.082-23 - Curriculum Innovations and Technology in Mathematics Education

Abstract

This paper documents the shifts on how teachers interpreted and used student work to make instructional decisions. The findings are from a year long professional development study aimed at increasing teachers mathematical content and pedagogical knowledge with a focus on formative assessment. The framework of these findings have implications for professional development.

Authors

• Teruni D. Lamberg, University of Nevada - Reno

• Linda Gillette-Koyen, Washoe County School District