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Formative Assessment in Mathematics Education in the Twenty-First Century

In: Theorizing STEM Education in the 21st Century

Author

Listed:
  • Benard Chigonga

Abstract

Assessment does not always have to involve paper and pencil but can instead be a project, an observation, or a task that shows a student has acquired the concept and can make sound connections and linkages with other related concepts. Learning is meaningful when the student comprehends the relationship of what is being learned to other knowledge. Furthermore, concept map measures aspects of learning, which conventional tests cannot measure such as students' misconceptions. As such, the chapter shall focus on formative assessment in mathematics classroom mediated by a method of teaching (concept mapping) that promotes critical thinking, which assists teachers to teach and assess students' understanding and make connections between concepts explicitly.

Suggested Citation

  • Benard Chigonga, 2020. "Formative Assessment in Mathematics Education in the Twenty-First Century," Chapters, in: Kehdinga George Fomunyam (ed.), Theorizing STEM Education in the 21st Century, IntechOpen.
    • Handle: RePEc:ito:pchaps:196605
    DOI: 10.5772/intechopen.88996
    as

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    More about this item

    Keywords

    assessment; formative assessment; summative assessment; concept mapping; instructional tool;
    All these keywords.

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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