Assessing for learning in inquiry mathematics

Fry, Kym and Makar, Katie (2012). Assessing for learning in inquiry mathematics. In: Proceedings of the Twelfth International Congress of Mathematics Education. 12th International Congress of Mathematics Education, Seoul, Korea, (6699-6708). 8-15 July 2012.

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Author Fry, Kym
Makar, Katie
Title of paper Assessing for learning in inquiry mathematics
Conference name 12th International Congress of Mathematics Education
Conference location Seoul, Korea
Conference dates 8-15 July 2012
Proceedings title Proceedings of the Twelfth International Congress of Mathematics Education
Place of Publication Chungcheongbuk-Do, Republic of Korea
Publisher International Commission on Mathematical Education (ICME)
Publication Year 2012
Sub-type Fully published paper
Start page 6699
End page 6708
Total pages 10
Collection year 2013
Language eng
Abstract/Summary As pedagogy and assessment in primary mathematics classrooms move away from a focus on isolated facts, skills and procedures, pedagogy and assessment practices need to align with new ways of thinking and understanding. An inquiry approach to teaching mathematics incorporates open-ended, often ill-structured problems. Assessment, as part of this pedagogy, needs to be broad and flexible to capture construction of mathematical knowledge and understandings. This paper illustrates mathematical inquiry in practice and the assessment of related learning opportunities in a Year 3 (ages 7-8) classroom. Wiliam’s (2011) strategies for the effective use of assessment for learning were used as a framework to analyse these learning opportunities; the framework provided a useful tool to describe inquiry practices. Analysis of episodes from a primary classroom will offer evidence of learning and assessment practices in an inquiry mathematics unit, as a sequence of events over time.
Keyword Inquiry mathematics
Formative assessment
Q-Index Code EX
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Paper TSG33-5 "Assessment and Testing in Mathematics Education"

Document type: Conference Paper
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Created: Thu, 16 Aug 2012, 20:02:39 EST by Claire Backhouse on behalf of School of Education