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.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|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|
Repository Staff Only: item control page