Assessing Proceptual Understanding In the Context of Connected Classroom
Abstract
Some mathematics teachers in Indonesia still find it challenging to conduct a formative assessment in a class with many students. A problem emerges in how to facilitate an environment that uses the type of engaging discussion needed for formative assessment to be successful. Meanwhile, in mathematics learning, proceptual (process and conceptual) understanding is considered prominent for success in learning mathematics. This understanding could be enhanced by using an appropriate strategy of discussion, which could be managed along with conducting a formative assessment. Overcoming this challenge, promoting a connected classroom might be beneficial to facilitating formative evaluation in a large class. Therefore, this paper aims to develop a method for formatively assessing students’ mathematics understanding that mathematics teachers could use with a focus on proceptual understanding. Reviewing some literature on the topics of mathematics understanding, formative assessment, and connected classroom has established a framework to help teachers develop guidance for conducting formative assessment in proceptual understanding using a connected classroom. The framework based might be used to help mathematics teachers prepare formative assessments in a class with many students. An example of how to develop a guide to assess students' proceptual understanding of algebra is also provided in this paper.
Keywords: proceptual understanding, formative assessment, connected classroom
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References
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