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Exploring the Use of Oral Formative Assessment in the Secondary Mathematics Classroom.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring the Use of Oral Formative Assessment in the Secondary Mathematics Classroom./
作者:	Allen, Lydia Angelea.
面頁冊數:	1 online resource (118 pages)
附註:	Source: Masters Abstracts International, Volume: 84-02.
Contained By:	Masters Abstracts International84-02.
標題:	Problem solving. -
電子資源:	click for full text (PQDT)
ISBN:	9798841531128

Exploring the Use of Oral Formative Assessment in the Secondary Mathematics Classroom.
Allen, Lydia Angelea.

Exploring the Use of Oral Formative Assessment in the Secondary Mathematics Classroom. - 1 online resource (118 pages)

Source: Masters Abstracts International, Volume: 84-02.

Thesis (M.Sc.)--North Carolina State University, 2022.

Includes bibliographical references

The purpose of this study is to explore the use of oral formative assessment in secondary mathematics classrooms as a link between conceptual understanding and procedural fluency. While oral formative assessment is not new to mathematics education, it has not been widely studied or implemented at the secondary level. The present study specifically investigates the use of oral formative assessment in an Advanced Placement (AP) Statistics course during a unit of study on the normal distribution. The study examines conceptual knowledge as demonstrated by an oral assessment, and then explores how that knowledge translates to procedural proficiency on a written assessment.The participants in this study were fifteen AP Statistics students in a public high school in North Carolina. The data collected in this study consisted of oral formative assessments recorded individually by each student and written formative assessments taken by each student during class time.The conceptual framework for the study considers Star's (2005) and Baroody et al.'s (2007) work on types and qualities of demonstrated knowledge in mathematics. Students' oral assessment data was analyzed for evidence of superficial procedural knowledge, deep procedural knowledge, superficial conceptual knowledge, and deep conceptual knowledge. Students' demonstrated knowledge was then compared to their proficiency on the written assessment.Findings from the study suggest that students who demonstrate deep conceptual knowledge in an oral assessment also tend to demonstrate high proficiency on written assessments. That being said, students who demonstrate superficial procedural knowledge in an oral assessment do not necessarily demonstrate low proficiency on written assessments. Whiledemonstrated knowledge on oral formative assessments is not determinative of proficiency on written assessments, it does provide teachers with a unique perspective as to how their students are thinking and reasoning mathematically. The mathematics education community can use studies such as this for insights into the way that oral formative assessment can reveal and promote students' conceptual understanding.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798841531128Subjects--Topical Terms:

527887
Problem solving.
Index Terms--Genre/Form:

554714
Electronic books.

Exploring the Use of Oral Formative Assessment in the Secondary Mathematics Classroom.
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