Boardgames and tabletops are used in primary schools, but only as ludic tools and not as assessment practices [1]. Preliminary results from a project for primary teachers’ professional development are presented. The project is aimed at teachers’ professional development in terms of their assessment practices in mathematics teaching and learning. The project is based on the use of the tabletop game “Shut the box”. A small group (N=12) of teachers is collaborating with researchers in elaborating assessment tools, while a larger group of teachers (which includes the smaller group) is using these tools and will provide individual feedback about them. This is a research method aims on teachers’ improvement with training and research collaboration [2]. Teachers’ beliefs about mathematics teaching and assessment are studied through a questionnaire (N=130). Here, we present the results of the administration of this questionnaire showing a relation between teachers’ beliefs about educational use of tabletop games and their beliefs about mathematics teaching and assessment.

Primary teachers’ professional development about mathematics assessment using tabletop games

Andrea Maffia;
2021

Abstract

Boardgames and tabletops are used in primary schools, but only as ludic tools and not as assessment practices [1]. Preliminary results from a project for primary teachers’ professional development are presented. The project is aimed at teachers’ professional development in terms of their assessment practices in mathematics teaching and learning. The project is based on the use of the tabletop game “Shut the box”. A small group (N=12) of teachers is collaborating with researchers in elaborating assessment tools, while a larger group of teachers (which includes the smaller group) is using these tools and will provide individual feedback about them. This is a research method aims on teachers’ improvement with training and research collaboration [2]. Teachers’ beliefs about mathematics teaching and assessment are studied through a questionnaire (N=130). Here, we present the results of the administration of this questionnaire showing a relation between teachers’ beliefs about educational use of tabletop games and their beliefs about mathematics teaching and assessment.
978-84-09-34549-6
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11571/1444114
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