| dc.contributor.author | Santos, Leonor | |
| dc.contributor.author | Pinto, Jorge | |
| dc.date.accessioned | 2014-11-14T11:32:44Z | |
| dc.date.available | 2014-11-14T11:32:44Z | |
| dc.date.issued | 2008-07 | |
| dc.description.abstract | This article presents an exploratory study that seeks to build an analysis grid that helps teachers to reflect on its assessment regulatory practice with regard to oral feedback. Three episodes of the mathematics classroom were selected, that constituted different activities and outcomes of learning. The developed analysis allows us to say that the grid could be applicable in different classroom situations. Additionally this analysis highlights several feedback patterns explaining the different contributions to the learning process. | en |
| dc.identifier.uri | http://hdl.handle.net/10400.26/7031 | |
| dc.language.iso | por | por |
| dc.peerreviewed | yes | en |
| dc.publisher | ICME - International Congress on Mathematical Education | en |
| dc.relation.publisherversion | http://tsg.icme11.org/tsg/show/37 | por |
| dc.title | Teacher's oral fedd-back and learning | en |
| dc.type | preprint | |
| dspace.entity.type | Publication | |
| oaire.citation.conferencePlace | Mexico | por |
| oaire.citation.title | ICME11 - 11th International Congress on Mathematical Education | en |
| person.familyName | Pinto | |
| person.givenName | Jorge | |
| person.identifier.ciencia-id | 7218-24BB-3DBB | |
| person.identifier.orcid | 0000-0002-2819-8114 | |
| person.identifier.scopus-author-id | 37063603600 | |
| rcaap.rights | openAccess | en |
| rcaap.type | preprint | en |
| relation.isAuthorOfPublication | 84b1474f-7789-4434-aa4c-f628558e5146 | |
| relation.isAuthorOfPublication.latestForDiscovery | 84b1474f-7789-4434-aa4c-f628558e5146 |
