Abstract
AbstractThe research focused on the student (learning) outcomes captured upon completion of mathematics teaching is the end goal of presage-process–product research. Student learning outcomes are generally agreed upon as representing the ultimate purpose of teaching and the final criterion on which any assessment of ‘good’ teaching is based. Traditionally, student outcomes are seen as changes in students’ understanding of mathematics, here as measured in a school-based or external evaluation, both nationally and internationally. However, what is measured is primarily influenced by how the outcome is conceptualised. This chapter will discuss the very idea of student outcomes, their assessment and the assessments’ purpose. In addition, we observe the intake of technology in this process, revisiting the notion of outcomes from the lifelong learning perspective and demands of society today.
Publisher
Springer International Publishing
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