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Formative peer assessment in inquiry based mathematics education (a case study)

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F15%3A43889280" target="_blank" >RIV/60076658:12410/15:43889280 - isvavai.cz</a>

  • Result on the web

  • DOI - Digital Object Identifier

Alternative languages

  • Result language

    angličtina

  • Original language name

    Formative peer assessment in inquiry based mathematics education (a case study)

  • Original language description

    The paper reports on a case study exploring the issue of peer-assessment in inquiry based mathematics education (IBME). 5th grade pupils were solving a sequence of problems targeting at deepening their notion of large numbers and decimal system and werepeer-assessing their solutions. In analysis of these assessments we identified some obstacles (inaccuracy in descriptions of solution, too general comments that did not support further learning).

  • Czech name

  • Czech description

Classification

  • Type

    D - Article in proceedings

  • CEP classification

    AM - Pedagogy and education

  • OECD FORD branch

Result continuities

  • Project

  • Continuities

    N - Vyzkumna aktivita podporovana z neverejnych zdroju

Others

  • Publication year

    2015

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Article name in the collection

    International Symposium Elementary Maths Teaching SEMT '15. Proceedings

  • ISBN

    978-80-7290-833-2

  • ISSN

  • e-ISSN

  • Number of pages

    10

  • Pages from-to

    146-155

  • Publisher name

    Univerzita Karlova v Praze, Pedagogická fakulta

  • Place of publication

    Praha

  • Event location

    Praha

  • Event date

    Aug 16, 2015

  • Type of event by nationality

    WRD - Celosvětová akce

  • UT code for WoS article