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.
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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|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 12:26|
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