Authors:
Giorgio Bolondi
1
;
Agnese Del Zozzo
2
;
Federica Ferretti
3
;
Marzia Garzetti
1
and
George Santi
1
Affiliations:
1
Faculty of Education, Libera Università di Bolzano, Viale Ratisbona, 16, Bolzano, Italy
;
2
Department of Mathematics, Università degli studi di Trento, Via Sommarive, 14, Trento, Italy
;
3
Department of Mathematics, Università di Ferrara, Via Macchiavelli, 30, Ferrara, Italy
Keyword(s):
Formative Assessment, Long-Distance Learning, Mathematics Education, Eye of the Theoretician.
Abstract:
Within the context of Long-Distance Learning (LDL) during the first Italian lockdown due to Covid-19 pandemic, our eye as researchers in mathematics education looks at the modification of student-teacher interactions regarding the exchange of feedback. We claim that digital-technology based environment fostered the spontaneous emergence of teaching and learning practices that can be associated with formative assessment. Through the analysis of answers to a questionnaire and the observation of a class during LDL we outline the relation between the theoretical construct of formative assessment and observed practices. This analysis allows to highlight what factors of digital-technology based environment shape class interaction and what directions can be taken to exploit the potential of digital technologies in teaching and learning context, in particular within mathematics education field.