A1 Journal article (refereed)
Utilizing Informal Formative Assessment and Dialogicity During Reflections on Educational Dialogue in Mathematics (2022)


Lehesvuori, S., Ketonen, L., & Hähkiöniemi, M. (2022). Utilizing Informal Formative Assessment and Dialogicity During Reflections on Educational Dialogue in Mathematics. Studia Paedagogica, 27(2), 55-75. https://doi.org/10.5817/sp2022-2-3


JYU authors or editors


Publication details

All authors or editorsLehesvuori, Sami; Ketonen, Laura; Hähkiöniemi, Markus

Journal or seriesStudia Paedagogica

ISSN1803-7437

eISSN2336-4521

Publication year2022

Publication date18/11/2022

Volume27

Issue number2

Pages range55-75

PublisherMasaryk University Press

Publication countryCzechia

Publication languageEnglish

DOIhttps://doi.org/10.5817/sp2022-2-3

Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/84373


Abstract

In this study, educational dialogue is explored through informal formative assessment and dialogicity. We enhance the understanding of informal formative assessment and dialogicity by considering their relationship. Even though the interconnection of informal formative assessment and dialogicity is acknowledged, it has not been explicitly examined in research on educational dialogue. The data consists of video-stimulated joint reflections between mathematics student teachers and a teacher educator. The reflections were part of a teacher education program integrated in a mathematics pedagogic course. Conversational analysis was conducted to detect interactional patterns and indicators that emerged from the data. The findings show how the presence and absence of single informal formative assessment moves, such as recognizing and using learners’ ideas, contribute differently to dialogicity and educational dialogue.


Keywordsdialogicalityinteractionmathematicsconversation analysiseducational evaluation

Free keywordseducational dialogue; informal formative assessment; dialogicity; mathematics teacher education


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Ministry reportingYes

Reporting Year2022

JUFO rating1


Last updated on 2024-30-04 at 18:16