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Using Peer and Self-Assessment to Develop Modelling Skills with Students Aged 11 to 16: A Socio-Constructive View

Howard Tanner and Sonia Jones
Educational Studies in Mathematics
Vol. 27, No. 4, Assessing Mathematics (Dec., 1994), pp. 413-431
Published by: Springer
Stable URL: http://www.jstor.org/stable/3482964
Page Count: 19
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Using Peer and Self-Assessment to Develop Modelling Skills with Students Aged 11 to 16: A Socio-Constructive View
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Abstract

Eight Welsh secondary schools participated in an action research project which developed approaches to teaching and assessing mathematical thinking skills involved in practical modelling situations. The development of the metacognitive and strategic skills necessary for successful modelling is discussed from a socio-constructivist perspective as a process of acculturation as well as cognitive construction. Learning to model involves socialization into the consensual realities of a wider mathematical culture and the teacher plays a pivotal role in the generation of this consensus through the legitimization of linguistically expressed subjectivities. Assessment is an integral part of this process. Participation in peer and self-assessment was found to involve the student in a recursive, self-referential learning process which supports the explicit development of metacognitive skills.

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