Abstract: The examination and analysis of student work provides students one way to engage in “doing†mathematics. More specifically, mathematical tasks with embedded student work often require students to evaluate the conjectures or solution strategies of hypothetical students. Considering the influential and consequential nature of mathematics assessments, it is important to explore the ways in which assessment tasks promote analysis of student work. In this talk, I report on findings from my dissertation study examining the existence and nature of student work in curriculum-based assessments. Connecting to my own teaching practice, I describe how I use student work in professional learning experiences with pre-service and in-service teachers. I conclude by highlighting and sharing key tenets of my teaching philosophy.
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