Exploring discourse‐based assessment practice and its role in mathematics professional development

Abstract

There is compelling evidence that teachers’ effective use of formative assessment practices improves student learning, yet many teachers have little knowledge of these practices. In this research note, we highlight our exploratory studies about discourse‐based formative assessment practices, an aspect of formative assessment whereby the teacher makes instructional decisions according to the students’ thinking during teaching. Research knowledge of such practice is wanting. We find ourselves in the unique position of studying discourse patterns in the mathematics classrooms of Tanzania, Taiwan and the US. These are three separate studies, where each researcher is asking questions appropriate to his or her own cultural circumstances regarding classroom discourse patterns. We also consider the value of teachers’ examination of their own discourse patterns as an essential feature in continuing professional development.

Acknowledgement

The authors would like to thank Peter Jang for providing, during the spring 2008 semester, library research support for the studies reported herein.