for the learning of mathematics

an international journal of mathematics education

Shai Olsher ,  Michal Yerushalmy ,  Daniel Chazan - Vol. 36 Num. 3 (2016)
 How might the use of technology in formative assessment support changes in mathematics teaching?


Technological developments make it feasible to assess students' mathematics work automatically when students are working in rich digital environments and thus offer important affordances for assessment in the service of instruction. In this article, we illustrate how these technological advances might be harnessed to support the work of teachers by providing them with immediate access to views of the work of large groups of students working on open response tasks, categorizing them to fit relevant characteristics for the teacher to attend to, and also freeing up teachers' attention for student solutions that are out of the ordinary in different ways.