Design of Classroom Discussions and the Role of the Expert in Fostering an Effective and Aware Use of Examples as a Means of Argumentation

Cusi, Annalisa; Olsher, Shai

doi:10.1007/s10763-021-10201-1

Cited by 3 publications

(1 citation statement)

References 25 publications

(27 reference statements)

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“…On the other side, often classroom instruction does not pose enough attention to argumentation processes which go beyond a series of calculations, or does not offer students an active role in explaining processes and results [68]. Some strategies to improve the argumentation capacities of students can be the production of examples as a starting point to build proofs [69], or the use of dynamic explorations to gain a direct experience of the mathematical objects under study and to support conjecturing [70].…”

Section: Discussionmentioning

confidence: 99%

Self-Assessment in the Development of Mathematical Problem-Solving Skills

2022

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Self-assessment, in the education framework, is a methodology that motivates students to play an active role in reviewing their performance. It is defined as “the evaluation or judgment of ‘the worth’ of one’s performance and the identification of one’s strengths and weaknesses with a view to improving one’s learning outcomes”. The goal of this research is to study the relationship between self-assessment and the development and improvement of problem-solving skills in Mathematics. In particular, the investigation focuses on how accurate the students’ self-evaluations are when compared to external ones, and if (and how) the accuracy in self-assessment changed among the various processes involved in the problem-solving activity. Participants are grade 11 students (in all 182 participants) in school year 2020/2021 who were asked to solve 8 real-world mathematical problems using an Advanced Computing Environment (ACE). Each problem was assessed by a tutor and self-assessed by students themselves, according to a shared rubric with five indicators: Comprehension of the problematic situation, identification of the solving strategy, development of the solving process, argumentation of the chosen strategy, and appropriate and effective use of the ACE. Through a quantitative analysis, students’ self-assessment and tutors’ assessment were compared; data were cross-checked with students’ answers to a questionnaire. The results show a general correlation between tutor assessment and self-assessment, with a tendency of students to underestimate their performance. Moreover, students were more precise in self-assessing in the indicators: Development of the solving process and use of the ACE, while they had major difficulties in self-assessment for the indicators: Comprehension of the problematic situation and argumentation.

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Section: Discussionmentioning

confidence: 99%

Self-Assessment in the Development of Mathematical Problem-Solving Skills

2022

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Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations

Mills,

Fyfe,

Beaulieu

et al. 2024

Instr Sci

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The key-roles of the expert during classroom discussions aimed at fostering formative assessment processes through the use of digital technologies

Cusi,

Morselli

2024

ZDM Mathematics Education

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We study the experts’ practices developed with the support of digital technologies (DT), when they take aware in-the-moment decisions during classroom discussions to promote the development of effective formative assessment (FA) processes. In this investigation, we complement a macro-analysis of paradigmatic examples of classroom activities, focused on the functionalities of DT and on the implemented FA strategies, with a micro-analysis, developed with reference to a theoretical construct useful for interpreting and analysing expert teachers’ roles during classroom discussions (the Model of Aware and Effective Attitudes and Behaviours, MAEAB). More specifically, we explore how the expert uses DT to empower these roles with the aim of promoting FA processes. This study has two implications: (1) at the theoretical level, the study will introduce a model aimed at characterising the ways in which the expert can promote FA during classroom discussions when they are mediated by the use of DT; (2) at the pragmatic level, the use of this model to analyse paradigmatic examples from teaching experiments will introduce potential guidelines for teacher professional development aimed at promoting teachers’ autonomous use of DT to carry out effective FA practices.

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Design of Classroom Discussions and the Role of the Expert in Fostering an Effective and Aware Use of Examples as a Means of Argumentation

Cited by 3 publications

References 25 publications

Self-Assessment in the Development of Mathematical Problem-Solving Skills

Self-Assessment in the Development of Mathematical Problem-Solving Skills

Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations

The key-roles of the expert during classroom discussions aimed at fostering formative assessment processes through the use of digital technologies

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