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This contribution addresses the theme of technology for formative assessment in the mathematics classroom and in particular the ways connected classroom technology may support formative assessment strategies in whole class activities. Design experiments have been developed through the use of a connected classroom technology by which students may share their productions, opinions, and reflections with their classmates and the teacher during or at the end of a mathematical activity. With this technology the teacher may create polls, submit them to the students, gather their answers and show the results in real time. The paper discusses how polls can be used during classroom activities to foster the activation of formative assessment strategies. As a result of the design-based research, a classification of polls according to their contents and aims is proposed. Different ways of structuring classroom discussions and patterns of formative assessment strategies, which are developed from the different types of polls, are discussed. |
