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Ethical and Philoso...
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Bagger, Anette,1974-Örebro universitet,Institutionen för humaniora, utbildnings- och samhällsvetenskap,Specialpedagogik, Utveckling och Lärande; Utbildning och Demokrati,Örebro University, Örebro, Sweden,Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap
(author)
Ethical and Philosophical Dimensions of Mathematics Assessment
- Article/chapterEnglish2022
Publisher, publication year, extent ...
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Exeter :Paul Ernest and based at School of Education, University of Exeter,2022
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electronicrdacarrier
Numbers
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LIBRIS-ID:oai:DiVA.org:oru-101447
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https://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-101447URI
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https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-207781URI
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https://urn.kb.se/resolve?urn=urn:nbn:se:du-47376URI
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Language:English
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Summary in:English
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Subject category:ref swepub-contenttype
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Subject category:art swepub-publicationtype
Notes
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This article provides an opportunity to re-think traditional ways of assessing students’ knowledge in mathematics through a discussion of the ethical and philosophical aspects of assessment. This is achieved by applying Bornemark and Cusa’s thinking of humans’ calculating (ratio practices) and reflecting (intellectus practices) capacities on assessment and discussing the possibilities and pitfalls that emerge as these capacities come into use. This is illustrated with the policy and practice concerning the assessment practices of students with intellectual disabilities (ID) in Sweden. The article provides a path for recognizing and reflecting on what kind of knowledge production researchers, teachers, and students contribute to as they engage in assessment. This creates an opportunity to re-think how we fabricate students, knowledge, and mathematics and how we wish to do so in the future.
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Jusso, NieminenFaculty of Education, Social Contexts and Policies of Education (SCAPE), University of Hong Kong
(author)
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Örebro universitetInstitutionen för humaniora, utbildnings- och samhällsvetenskap
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Related titles
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In:Philosophy of Mathematics Education JournalExeter : Paul Ernest and based at School of Education, University of Exeter:39, s. 1-111465-2978
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