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dc.contributor.authorGagatsis A
dc.contributor.authorMichael-Chrysanthou P
dc.contributor.authorChristodoulou T
dc.contributor.authorIliada E
dc.contributor.authorBolondi G
dc.contributor.authorVannini I
dc.contributor.authorFerretti F
dc.contributor.authorSbaragli S
dc.date.accessioned2019-11-29T11:51:50Z
dc.date.available2019-11-29T11:51:50Z
dc.date.issued2019
dc.identifier.issn0582-2351
dc.identifier.urihttps://bia.unibz.it/handle/10863/11623
dc.description.abstractThe 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.en_US
dc.languageEnglish
dc.language.isoenen_US
dc.relation
dc.rights
dc.titleFormative Assessment In The Teaching And Learning Of Mathematics: Teachers’ And Students’ Beliefs About Mathematical Erroren_US
dc.typeArticleen_US
dc.date.updated2019-11-29T03:00:52Z
dc.language.isiEN-GB
dc.journal.titleScientia Paedagogica Experimentalis
dc.description.fulltextnoneen_US


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