The complexity of mathematical thought and the quality of learning: portfolio assessment

Fernando Santos, António Domingos

Research output: Contribution to conferencePoster

Abstract

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.
Original languageEnglish
Pages3612-3613
Publication statusPublished - 2017
Event10th Congress of the European Society for Research in Mathematics Education (CERME 10) - Institute of Education, Dublin City University, Dublin, Ireland
Duration: 1 Feb 20175 Feb 2017

Conference

Conference10th Congress of the European Society for Research in Mathematics Education (CERME 10)
CountryIreland
CityDublin
Period1/02/175/02/17

Keywords

  • Assessment
  • geometry
  • portfolio
  • quality of learning
  • mathematical thought

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  • Cite this

    Santos, F., & Domingos, A. (2017). The complexity of mathematical thought and the quality of learning: portfolio assessment. 3612-3613. Poster session presented at 10th Congress of the European Society for Research in Mathematics Education (CERME 10), Dublin, Ireland.