This poster presents an instance of portfolio assessment by two students on a geometry problem in a pre-service teacher training course analysed through a model designed to access the mathematical thought and the quality of student leaning outcomes. This analytical model, supported by the SOLO taxonomy, uses Activity Theory as a contextual framework that integrates the different relations, namely advanced mathematical thinking concepts like procept and proceptual divide. Results allowed us to see the different pathways taken by the students to solve the same problem.
|Publication status||Published - 2017|
|Event||10th Congress of the European Society for Research in Mathematics Education (CERME 10) - Institute of Education, Dublin City University, Dublin, Ireland|
Duration: 1 Feb 2017 → 5 Feb 2017
|Conference||10th Congress of the European Society for Research in Mathematics Education (CERME 10)|
|Period||1/02/17 → 5/02/17|
- quality of learning
- mathematical thought