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Teachers' Formative Assessment Practices for Early Addition and Subtraction: Is Teachers' Awareness of a Learning Trajectory Related to How They Respond to Students?
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Teachers' Formative Assessment Practices for Early Addition and Subtraction: Is Teachers' Awareness of a Learning Trajectory Related to How They Respond to Students?. |
| 개인저자 | Hanby, Kristi Haley. |
| 단체저자명 | University of Michigan. Educational Studies. |
| 발행사항 | [S.l.]: University of Michigan., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 224 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-12A(E). Dissertation Abstract International |
| ISBN | 9780438126688 |
| 학위논문주기 | Thesis (Ph.D.)--University of Michigan, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Adviser: Patricio G. Herbst. |
| 요약 | This dissertation is an investigation into the nature of teachers' formative assessment responses to students as they learn addition and subtraction. Teachers' background experiences, including classroom experience and professional learning oppo |
| 요약 | Data for the study came in the form of practicing elementary teachers' responses to a multimedia scenario-based survey. In a series of classroom scenarios, participant teachers were shown instances of students solving problems of early addition |
| 요약 | The results of the study indicate that teachers' classroom and professional learning experiences were associated with higher rates of teachers interpreting student thinking. In addition to this, those teachers who taught in an early elementary c |
| 요약 | The findings suggest that when supporting or studying teachers' formative assessment practices, a content-specific lens may be useful for informing and analyzing those practices. In addition, the findings may provide insight into teachers' mathe |
| 일반주제명 | Mathematics education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
