000170293 001__ 170293
000170293 005__ 20260410165451.0
000170293 0247_ $$2doi$$a10.17648/acta.scientiae.7043
000170293 0248_ $$2sideral$$a148825
000170293 037__ $$aART-2022-148825
000170293 041__ $$aeng
000170293 100__ $$aBalbi, Alejandra
000170293 245__ $$aFormative Assessment and Mathematics Education: the Perspective of In-Service Mathematics Teachers
000170293 260__ $$c2022
000170293 5060_ $$aAccess copy available to the general public$$fUnrestricted
000170293 5203_ $$aAlthough there is consensus on the favourable impact of formative assessment (FA) on learning, it is unclear to what extent general FA strategies are directly applicable to the specific field of mathematics education. Objective: Study the relevance of a questionnaire which describes 26 FA practices supported by Wiliam’s model in the particular context of mathematics education. Design: Mixed, the frequency and feasibility are consulted through a questionnaire and in-depth interviews. Participants: Thirty in-service mathematics teachers answered the survey and of ten invited, three agreed to be interviewed. Data analysis: We carried out a descriptive analysis for quantitative data and qualitative thematic analysis. Results: The strategies of collecting evidence, feedback, collaboration, and self-regulated involvement in learning are viable and frequent in mathematics education, however, the strategy of clarifying and sharing goals requires adaptation to the context. In addition, nine novel FA practices are described. The implementation of formative assessment creates tensions with the summative function, it is laborious to implement and consequently takes time outside the classroom. Conclusion: We identified that FA practices are frequent and feasible to implement. Clarifying and sharing goals requires the adequacy of the mathematical context.
000170293 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000170293 592__ $$a0.29$$b2022
000170293 593__ $$aMultidisciplinary$$c2022$$dQ2
000170293 593__ $$aEducation$$c2022$$dQ3
000170293 594__ $$a0.6$$b2022
000170293 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000170293 700__ $$aBonilla, Micaela
000170293 700__ $$aOtamendi, Maria Alejandra
000170293 700__ $$aCurione, Karina
000170293 700__ $$0(orcid)0000-0002-1275-9976$$aBeltrán-Pellicer, Pablo$$uUniversidad de Zaragoza
000170293 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000170293 773__ $$g24, 6 (2022), 236-269$$tActa Scientiae$$x1517-4492
000170293 8564_ $$s416799$$uhttps://zaguan.unizar.es/record/170293/files/texto_completo.pdf$$yVersión publicada
000170293 8564_ $$s1367061$$uhttps://zaguan.unizar.es/record/170293/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000170293 909CO $$ooai:zaguan.unizar.es:170293$$particulos$$pdriver
000170293 951__ $$a2026-04-10-13:46:00
000170293 980__ $$aARTICLE