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Assessment as a strategic tool for enhancing learning in teacher education: a case study

Doig, Brian and Groves, Susie 2004, Assessment as a strategic tool for enhancing learning in teacher education: a case study, in Proceedings of the 28th conference of the International Group for the Psychology of Mathematics Education, International Group for the Psychology of Mathematics Education, Bergen, Norway, pp. 279-286.

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Title Assessment as a strategic tool for enhancing learning in teacher education: a case study
Author(s) Doig, Brian
Groves, Susie
Conference name International Group for the Psychology of Mathematics Education. Conference (28th: 2004: Bergen, Norway)
Conference location Bergen, Norway
Conference dates 14-18 July 2004
Title of proceedings Proceedings of the 28th conference of the International Group for the Psychology of Mathematics Education
Editor(s) Hoines, M.J.
Fuglestad, A.B.
Publication date 2004
Conference series International Group for the Psychology of Mathematics Education. Conference
Start page 279
End page 286
Publisher International Group for the Psychology of Mathematics Education
Place of publication Bergen, Norway
Summary This small exploratory case study describes an attempt to integrate the academic and practical aspects of a teacher education course in order to promote deep understanding of children's ways of understanding mathematics. The assessment regime of the course was used as a strategic tool for engaging students, and the assessment tasks themselves were used as the means of generating genuine integration, or case knowledge, of the content of the course. The results indicate that the approach was effective in achieving the aims of the course, and student reaction to the approach was extremely positive.
Notes Reproduced with the kind permission of the copyright owner.
ISSN 0771-100X
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
200101 Communication Studies
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2004, The Authors
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005532

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.