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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International Commission on Mathematical Education (ICME)
Fully published paper
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.