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Assessing learning from mathematics inquiry: Challenges for students, teachers and researchers

Diezmann, Carmel M. (2004) Assessing learning from mathematics inquiry: Challenges for students, teachers and researchers. In Mathematical Association of Victoria Conference, 4-5 December, Melbourne.

Abstract

Inquiry approaches (e.g. open-ended questions, investigations, thought experiments) are advocated in mathematics because they engage students and suit a range of student capabilities. They also provide authentic opportunities for teamwork and co-construction of knowledge. Hence, although mathematical knowledge is essential in an inquiry approach it is not sufficient. Through practical examples, this paper will explore various types of inquiry tasks and the implications for assessment.

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ID Code: 1695
Item Type: Conference Paper
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2004 (please consult author)
Deposited On: 01 Jul 2005
Last Modified: 09 Jun 2010 22:26

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