Within the context of long-distance learning (LDL) during the first Italian lockdown due to Covid-19 pandemic our eye as researchers in mathematics education look at the modification of student-teacher interaction regarding the exchange of feedback. We claim that digital-technology based environment fostered the spontaneous emergence of teaching and learning practices that can be associated with formative assessment. Through the analysis of answers to a questionnaire and the observation of a class during LDL we outline the relation between the theoretical construct of FA and observed practices. This analisys allow to highlight what factors of digital-technology based environment shape class interaction and what directions can be taken to exploit the potential of digital technologies in teaching and learning context, in particular within mathematics education
Can Formative Assessment Practices Appear Spontaneously during Long Distance Learning?
Federica Ferretti;
2021
Abstract
Within the context of long-distance learning (LDL) during the first Italian lockdown due to Covid-19 pandemic our eye as researchers in mathematics education look at the modification of student-teacher interaction regarding the exchange of feedback. We claim that digital-technology based environment fostered the spontaneous emergence of teaching and learning practices that can be associated with formative assessment. Through the analysis of answers to a questionnaire and the observation of a class during LDL we outline the relation between the theoretical construct of FA and observed practices. This analisys allow to highlight what factors of digital-technology based environment shape class interaction and what directions can be taken to exploit the potential of digital technologies in teaching and learning context, in particular within mathematics educationI documenti in SFERA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
