Creating opportunities for authoritative knowing: some undergraduate experiences of mathematics assessment

POVEY, H. and ANGIER, C. (2007). Creating opportunities for authoritative knowing: some undergraduate experiences of mathematics assessment. Philosophy of mathematics education journal, 21.

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    Abstract

    This article considers assessment practices in the field of higher education mathematics courses. It argues that, in the potentially deleterious context of summative assessments, it is possible to re-craft the demands on students to incorporate some opportunities for educative assessment. Evidence, in the form of stories of students' experiences, is offered to suggest that such practices have a contribution to make to widening participation and to the equity agenda.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Depositing User: Ann Betterton
    Date Deposited: 19 Dec 2008
    Last Modified: 18 Mar 2021 21:45
    URI: http://shura.shu.ac.uk/id/eprint/165

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