A tentative fuzzy assessment of the quality of teaching and opportunities to learn mathematics in a classroom discussion
Itziar García-Honrado, Miquel Ferrer, Angela Blanco-Fernandez
Available Online June 2015.
- 10.2991/ifsa-eusflat-15.2015.148How to use a DOI?
- Opportunities to learn mathematics, fuzzy summary, classroom discussions, Instructional Quality of Assessment.
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.
- © 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/).
Cite this article
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 -