Utilizing Informal Formative Assessment and Dialogicity During Reflections on Educational Dialogue in Mathematics

Q3 Social Sciences

Studia Paedagogica Pub Date : 2022-11-18 DOI:10.5817/sp2022-2-3

Sami Lehesvuori, Laura Ketonen, Markus Hähkiöniemi

引用次数: 3

Abstract

In this study, educational dialogue is explored through informal formative assessment and dialogicity. We enhance the understanding of informal formative assessment and dialogicity by considering their relationship. Even though the interconnection of informal formative assessment and dialogicity is acknowledged, it has not been explicitly examined in research on educational dialogue. The data consists of video-stimulated joint reflections between mathematics student teachers and a teacher educator. The reflections were part of a teacher education program integrated in a mathematics pedagogic course. Conversational analysis was conducted to detect interactional patterns and indicators that emerged from the data. The findings show how the presence and absence of single informal formative assessment moves, such as recognizing and using learners’ ideas, contribute differently to dialogicity and educational dialogue.

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数学教育对话反思中非正式形成性评价与对话性的运用

在本研究中，教育对话是通过非正式的形成性评估和对话来探索的。我们通过考虑非正式形成性评估和对话的关系来加强对它们的理解。尽管非正式形成性评价和对话的相互联系得到了承认，但在教育对话的研究中并没有明确地加以审查。数据由视频激发的数学学生教师和教师教育工作者的共同反思组成。这些反思是一项教师教育计划的一部分，与一门数学教育学课程相结合。进行会话分析以检测从数据中出现的交互模式和指标。研究结果表明，单一的非正式形成性评估行动(如识别和使用学习者的想法)的存在和缺失如何对对话和教育对话做出不同的贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studia Paedagogica Social Sciences-Education

CiteScore

1.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.