Developing Design Principles and Task Types for Classroom Response System Tasks in Mathematics

Autor/inn/en	Gustafsson, Patrik; Ryve, Andreas
Titel	Developing Design Principles and Task Types for Classroom Response System Tasks in Mathematics
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 11, S.3044-3065 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gustafsson, Patrik) ORCID (Ryve, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1931514
Schlagwörter	Formative Evaluation; Audience Response Systems; Mathematics Education; Secondary School Students; Foreign Countries; Classroom Communication; Instructional Design; Task Analysis; Sweden + Suchen Sie Ihr Suchwort? Mathematische Bildung; Sekundarschüler; Ausland; Klassengespräch; Lesson concept; Lessonplan; Unterrichtsentwurf; Aufgabenanalyse; Schweden
Abstract	This article reports on results from a design research project that implements a formative assessment practice with support from a classroom response system (CRS). Cumulatively building on earlier research and drawing on iteratively generated data from secondary schools in Sweden, the article elaborates on design principles and task types for constructing CRS tasks aimed at generating mathematical classroom discussions. The study generated three design principles, six task types and 31 empirically evaluated tasks useful for developing and using CRS tasks in classroom practices. The results are discussed in relation to earlier research, methodological considerations and the cultural context of Sweden. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01