Formative Assessment and Technology: Reflections Developed Through the Collaboration Between Teachers and Researchers

Author:

Aldon Gilles,Cusi Annalisa,Morselli Francesca,Panero Monica,Sabena Cristina

Publisher

Springer International Publishing

Reference22 articles.

1. Aldon, G., Arzarello, F., Cusi, A., Garuti, R., Martignone, F., Robutti, O., Sabena, C., & Soury-Lavergne, S. (2013). The meta-didactical transposition: A model for analysing teachers education programs. In A. Lindmeier & A. Heinze (Eds.), Proceedings of PME (vol. 37, no. 1, pp. 97–124).

2. Arzarello, F., Robutti, O., Sabena, C., Cusi, A., Garuti, R., Malara, N., & Martignone, F. (2014). Meta-didactical transposition: A theoretical model for teacher education programmes. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The mathematics teacher in the digital era (pp. 347–372). Dordrecht: Springer.

3. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment: Educational assessment. Evaluation and Accountability, 21(1), 5–31.

4. Brousseau, G., & Balacheff, N. (1998). Théorie des situations didactiques: Didactique des mathématiques 1970–1990. Grenoble: La Pensée Sauvage.

5. Chevallard, Y. (1985). Transposition didactique: Du savoir savant au savoir enseigné. Grenoble: La Pensée Sauvage.

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