Rapport från projektet Multimodala uppgifter och bedömning i matematik: Video och kollaborativa samtal som metod vid lärares bedömning av elevers matematiska kunskaper

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Rapport från projektet Multimodala uppgifter och bedömning i matematik : Video och kollaborativa samtal som metod vid lärares bedömning av elevers matematiska kunskaper

Danielsson, Helena (author): Högskolan Dalarna,Bild

Taflin, Eva (author): Högskolan Dalarna,Matematikdidaktik

(creator_code:org_t)

ISBN 9789189020887
Falun : Högskolan Dalarna, 2015
Swedish.
Series: Kultur och lärande, 1403-6878 ; 2015:01

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Reports (other academic/artistic)

Abstract Subject headings

This research will discuss some experiences from a four year school research study. It was conducted in cooperation with teachers from four municipalities in Dalarna. The aim of the research was to examine teachers´ professional development when they participated in collaborative discussions based on video recordings and video edited material from specific lessons in their own practice. The study had two foci one was to investigate methods and tools that teachers can use to develop their ability to assess their students while working on multimodal tasks. The other was to examine how video can be used by teachers wanting to obtain knowledge about assessing students. The 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 the research the framework theories concerning visual ethnography, video documentation and individuals as reflective practitioners were also needed. The findings can be divided into the following themes: the use of tasks for assessment, collaborative discussion, equipment, ethical dilemmas. Collaborative discussions were evaluated as a meaningful way of sharing knowledge. The use of video recordings in association with these discussions raised important ethical issues. 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 research also concerns teachers´ use of collaborative discussions in assessment work, multimodal tasks in mathematics and video as a research tool in general.

Subject headings

SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
TEKNIK OCH TEKNOLOGIER -- Annan teknik -- Mediateknik (hsv//swe)
ENGINEERING AND TECHNOLOGY -- Other Engineering and Technologies -- Media Engineering (hsv//eng)

Keyword

Assessment
charts
classroom
collaborative discussions
creativity
ethical dilemmas
knowledge
mathematics
matrices
multimodality
multimodal tasks
video as a research tool
video documentation
video excerpts
Utbildning och lärande
Education and Learning

Publication and Content Type

vet (subject category)
rap (subject category)

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By the author/editor: Danielsson, Hele ...; Taflin, Eva

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SOCIAL SCIENCES: SOCIAL SCIENCES; and Educational Scie ...; and Didactics

SOCIAL SCIENCES: SOCIAL SCIENCES; and Educational Scie ...; and Pedagogy

ENGINEERING AND TECHNOLOGY: ENGINEERING AND ...; and Other Engineerin ...; and Media Engineerin ...

Parts in the series: Kultur och läran ...

By the university: Högskolan Dalarna

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