Formative Assessment In The Teaching And Learning Of Mathematics: Teachers’ And Students’ Beliefs About Mathematical Error

Abstract

The present paper discusses lower secondary school teachers’ and students’ beliefs about Formative Assessment in mathematics in Cyprus, Switzerland and Italy. Based on teachers’ and students’ beliefs related to formative assessment, this research is an attempt to compare the teachers’ and students’ beliefs in the different countries under study, regarding to the handling of the error in mathematics classroom. In total, 192 teachers and 1108 lower secondary school students participated in the survey and they completed a questionnaire about the formative assessment. The findings of the study reveal that the students’ beliefs in the three countries are identical, whereas teachers’ beliefs about mathematical error differ enough in the particular countries.