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Multimodal mathematical context and video as a tool for teachers´assessment
Dalarna University, School of Humanities and Media Studies, Art Education.
Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
2015 (English)Conference paper, (Refereed)
Abstract [en]

Multimodal mathematical context And video as a tool for teachers´ assessment 

Helena Danielsson, PhD, Associate professor Art and media education - hdn@du.se 

Eva Taflin, PhD, Senior Lecturer Mathematics education - evat@du.se

Dalarna University

This presentation will discuss some experiences from a four year school research study. The aim of our research was to examine teachers develop when they were part of collaborative discussions based on video recordings and video edited material from specific lessons in their own practice. Our study had two focus; one was to investigate methods and tools that teachers can use to develop their ability in assessment when their students where working with multimodal tasks and the other was to examine how video can be used by teachers wanting to obtain knowledge about assessing.

Our study is based on several theories about when teachers collaborate to create new knowledge. The first is the design theoretical approach – where visual ethnography and a semiotic approach contribute to problematize the use and mixture of different modes. A basic assumption of the framework here is that meanings are made and communicated in mathematics through a wide range of semiotic modes. By using video as an essential tool in our research our framework theories concerning visual ethnography, video documentation and individuals as reflective practitioners are also needed.

We will choose to highlight some findings that concern the following themes: The use of tasks for assessment, The collaborative talk, The equipment, Ethical dilemmas. Most common was one choice of esthetical mode at a time (combined with written and verbal text), but there were also lessons with mixtures such as stations with different activities. Collaborative talks were evaluated as a meaningful way of sharing knowledge, and the video tool for this, although it raised important ethical discussions. Working with the assessment framework was of great interest to the teachers but it took a lot of time from their ordinary work. In this way the project highlighted more general aspects of school development.

The relevance to Nordic educational research also concerns teachers´ use of collaborative talks in assessment work, multimodal tasks in mathematics and video as a research tool in general.

Place, publisher, year, edition, pages
2015.
National Category
Educational Sciences
Research subject
Education and Learning; Intercultural Studies
Identifiers
URN: urn:nbn:se:du-17214OAI: oai:DiVA.org:du-17214DiVA: diva2:798768
Conference
NERA 2015 Congress (Nordic Educational Research Association), March 4-6, 2015, Gothenburg University, Sweden
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2016-04-01Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf