Tutuncu, Sumeyra;
(2024)
Analysing the educative potential of mathematics curriculum materials for formative assessment practices.
Doctoral thesis (Ph.D), UCL (University College London).
Preview |
Text
ST-thesis.pdf - Accepted Version Download (3MB) | Preview |
Abstract
In response to mathematics teachers’ critical need for accessible curriculum materials that can enhance their formative assessment practices, this thesis focuses on two research-informed aspects of these materials: (1) inherent mathematics-specific formative assessment messages, and (2) educative features that can facilitate teachers’ effective practices. The key research output of this thesis is the development of a framework that can guide the analysis of the curriculum materials for their educative potential, with a specific emphasis on the potential to enhance mathematics teachers’ in-the-moment formative assessment practices. A collective case study was conducted by using well-designed teacher guides from five sets of curriculum materials from England and the United States as instrumental cases. The data analysis was completed in two phases, where the key findings of the first phase informed the methods employed in the second phase. In particular, the clarification of three key elements of in-the-moment classroom formative assessment practices – identifying learning intentions, noticing students’ mathematical thinking, and creating feedback situations – and proposing three educative features of teacher guides – alert, equip, and guide – informed the second phase. This first phase contributes to the existing literature by intersecting two important issues in mathematics education: enhancing teachers’ formative assessment practices and using curriculum materials to enhance teachers’ practices. In the second phase, the analyses were targeted at the educative potential of the teacher guides. During this process, the framework that was aimed to be developed was improved. The final version of the developed framework provides new insights in terms of three key aspects. First, it clearly distinguishes the roles of curriculum materials and teachers. Second, it highlights the importance of identifying the pedagogical messages that can directly influence practice beyond the knowledge teachers should possess. Third, it contributes to the research realm that predominantly focuses on the cognitive elements of learning mathematics when analysing curriculum materials, with its inclusion of productive disposition.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | Analysing the educative potential of mathematics curriculum materials for formative assessment practices |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2024. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10196794 |
Loading...
Loading...Loading...Loading...Archive Staff Only
 |
View Item |
