A tentative fuzzy assessment of the quality of teaching and opportunities to learn mathematics in a classroom discussion

DOI

10.2991/ifsa-eusflat-15.2015.148How to use a DOI?

Keywords

Opportunities to learn mathematics, fuzzy summary, classroom discussions, Instructional Quality of Assessment.

Abstract

We study classroom discussions to obtain a fuzzy summary of the quality of teaching and opportunities to learn mathematics created in whole-class settings. We consider the ten rubrics of the Instructional Quality Assessment and make a fuzzy interpretation of this tool. We selected two problems of proportionality and collected data from forty-nine students. We make a statistical analysis of their written responses to the tool and consider their perceptions and feelings about the lesson. This analysis provided information about what rubrics are considered relevant to compute the fuzzy summary.

Copyright

© 2015, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Itziar García-Honrado
AU  - Miquel Ferrer
AU  - Angela Blanco-Fernandez
PY  - 2015/06
DA  - 2015/06
TI  - A tentative fuzzy assessment of the quality of teaching and opportunities to learn mathematics in a classroom discussion
BT  - Proceedings of the 2015 Conference of the International Fuzzy Systems Association and the European Society for Fuzzy Logic and Technology
PB  - Atlantis Press
SP  - 1047
EP  - 1053
SN  - 1951-6851
UR  - https://doi.org/10.2991/ifsa-eusflat-15.2015.148
DO  - 10.2991/ifsa-eusflat-15.2015.148
ID  - García-Honrado2015/06
ER  -