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Scaffolded Summative Assessments in Algebra 2

Peterson, Kaylee A.
Abstract
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Often  in mathematics, students are asked to reproduce information and  regurgitate algorithms and definitions rather than apply mathematical  concepts and show their understanding of the material. The reproduction  of information creates a transactional process where the student is seen  as the processor and the instructor is the “knower” of knowledge, and  there is no shown mastery from the student. In this way, students are  not given the opportunity to show their understanding and mastery using  traditional classroom practices. Scaffolding  is an instructional method used to facilitate students by providing  support for them to build on their prior knowledge to then discover new  information. Scaffolding within tasks can create the opportunity for  students to show mathematical mastery by using previous knowledge to  build connections between mathematical concepts. The connections the  students create between scaffolded questions in an assessment can help  students show their mastery they would not be able to do independently  as they are given the chance to recall prior knowledge. In my research, I  explored whether scaffolds aid students in showing mastery of a given  mathematical standard when compared to the shown work and skills used of  students who are not given scaffolds. The scaffolds implemented in the  assessments are based on the Wyoming State Mathematical Standards  performance level descriptors. It is my intension that the information  on the use of scaffolded assessments be used to better prepare my  students in mathematical mastery rather than reproduction of  information.
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University of Wyoming. Libraries
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Keywords
assessments , mathematics education , scaffolds
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