This research aims to investigate teachers’ formative and summative assessment of their students’ mathematical reasoning in the primary classroom. We have explored different sources of evidence, including students’ self-assessment, assessment protocols and resources that support teachers’ development of teaching and assessing of mathematical reasoning. The research questions are:
• How do primary teachers use source(s) of evidence for formative and summative assessment of primary children’s mathematical reasoning?
• What mathematical reasoning do primary children notice themselves enacting through self-reflection?
• What are the key characteristics of an educational resource that support teachers’ capacity to assess primary children’s mathematical reasoning?
Team members:
- Associate Professor Colleen Vale,
- Dr. Sandra Herbert,
- Dr. Leicha Bragg,
- Dr. Wanty Widjaja,
- Dr. Esther Loong
Funding body: Australian Academy of Science (2017 & 2018)
