This chapter introduces a general approach to assessment in the context of inclusive mathematics education that focuses on student abilities, rather than deficits, in order to recognise and support numeracy learning for all students. This approach is then applied to the design of a learning progress assessment which aims to help teachers plan their teaching and provide appropriately targeted learning opportunities for their students.
CITATION STYLE
Balt, M., Ehlert, A., & Fritz, A. (2019). Assessment in Inclusive Mathematics Education: Approaches to Designing Progress Assessments for Numeracy Learning. In Inclusive Mathematics Education: State-of-the-Art Research from Brazil and Germany (pp. 197–216). Springer International Publishing. https://doi.org/10.1007/978-3-030-11518-0_14
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