The Use of Videos in the Training of Math Teachers

2018 ◽  
pp. 261-278
Author(s):  
Giorgio Bolondi ◽  
Federica Ferretti ◽  
Alessandro Gimigliano ◽  
Stefania Lovece ◽  
Ira Vannini
Keyword(s):  
Teacher Training ◽  
Formative Assessment ◽  
Video Recording ◽  
Observational Research ◽  
International Project ◽  
Assessment Practices ◽  
Structured Grid ◽  
Math Teachers ◽  
Learning Mathematics ◽  
Training Courses

The purpose of this chapter is to present a systematic observational research on the math teachers' assessment practices in the classroom. This research is a specific phase of an international project (FAMT&L - Comenius Multilateral Project) and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16. The observational study is carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indications from international literature and experiences of teacher training in the five Partner countries involved (Italy, France, Holland, Switzerland and Cyprus), we managed to gather many different indicators on good and bad practices for the formative assessment of mathematics teachers. Furthermore, the analysed video will be used in in-service teacher training courses in order to promote a correct use of formative assessment and to improve achievements in learning mathematics.

scholarly journals The Use of Videos in the Training of Math Teachers

2017 ◽  
pp. 128-145
Author(s):  
Giorgio Bolondi ◽  
Federica Ferretti ◽  
Alessandro Gimigliano ◽  
Stefania Lovece ◽  
Ira Vannini
Keyword(s):  
Teacher Training ◽  
Formative Assessment ◽  
Video Recording ◽  
Observational Research ◽  
International Project ◽  
Assessment Practices ◽  
Structured Grid ◽  
Math Teachers ◽  
Learning Mathematics ◽  
Training Courses

The purpose of this chapter is to present a systematic observational research on the math teachers' assessment practices in the classroom. This research is a specific phase of an international project (FAMT&L - Comenius Multilateral Project) and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16. The observational study is carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indications from international literature and experiences of teacher training in the five Partner countries involved (Italy, France, Holland, Switzerland and Cyprus), we managed to gather many different indicators on good and bad practices for the formative assessment of mathematics teachers. Furthermore, the analysed video will be used in in-service teacher training courses in order to promote a correct use of formative assessment and to improve achievements in learning mathematics.

scholarly journals Interactive Feedback for Learning Mathematics in a Digital Learning Environment

2021 ◽  
Vol 11 (6) ◽  
pp. 279
Author(s):  
Alice Barana ◽  
Marina Marchisio ◽  
Matteo Sacchet
Keyword(s):  
Formative Assessment ◽  
Assessment Practices ◽  
Digital Learning ◽  
Automatic Assessment ◽  
Digital Learning Environment ◽  
Learning Mathematics ◽  
Quantitative Analyses ◽  
Closing The Gap ◽  
Support Students ◽  
Interactive Feedback

The COVID-19 pandemic has evidenced a need for tools and methodologies to support students’ autonomous learning and the formative assessment practices in distance education contexts, especially for students from challenging backgrounds. This paper proposes a conceptualization of Interactive Feedback (IF) for Mathematics, which is a step-by-step interactive process that guides the learner in the resolution of a task after one or more autonomous tentative. This conceptualization is grounded on theories and models of automatic assessment, formative assessment, and feedback. We discuss the effectiveness of the IF for engaging students from low socio-economic contexts in closing the gap between current and reference performance through a didactic experimentation involving 299 Italian students in grade 8. Using quantitative analyses on data from the automatic assessment, we compared the results of the first and last attempts in activities with and without IF, based on algorithmic parameters so that the task changes at every attempt. We found that IF was more effective than other kinds of activities to engage learners in actions aimed at improving their results, and the effects are stronger in low socio-economic contexts.

Methods and Strategies: Formative Assessment Practices to Support Students who Struggle in Science

2017 ◽  
Vol 055 (02) ◽  
Author(s):  
Audrey Martinez-Gudapakkam ◽  
Karen Mutch-Jones ◽  
Jennifer Hicks
Keyword(s):  
Formative Assessment ◽  
Assessment Practices ◽  
Support Students

The Cambridge Guide to Blended Learning for Language Teaching

2015 ◽  
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Case Studies ◽  
Course Design ◽  
Language Teaching ◽  
Language Teachers ◽  
The Future ◽  
Learner Interaction ◽  
Training Courses

The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

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