Can designed student responses support teachers to interact with students in a productive way?: a report from the Formative Assessment Working Group (2015 ISDDE conference)
This paper introduces the use of pre-designed student responses to unstructured mathematics problems as a possible resource for teachers to develop their capacity of acting contingently in the mathematics classroom in a productive way, whilst teaching. We frame our argument around the notion that co...
| Main Authors: | , |
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| Format: | Article |
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International Society for Design and Development in Education
2016
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| Online Access: | https://eprints.nottingham.ac.uk/39853/ |