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
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DOI - Digital Object Identifier
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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
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
AM - Pedagogy and education
OECD FORD branch
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Result continuities
Project
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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
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e-ISSN
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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
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