Praxeological Perspectives of Formative Assessment in Swedish Mathematics Teacher Education
Bibliographic Data
| ID | 22416748 |
|---|---|
| Authors | Eva-Lena Erixon (0000-0002-5119-9027, Stockholm University, corresponding author), Anna Pansell (0000-0003-2896-0890, Stockholm University) |
| Year | 2026 |
| Pages | 1-18 |
| Publication date | 2026-04-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Teacher Educator (JOURNAL) |
| Journal identifiers | ISSN: 0887-8730 • E-ISSN: 1938-8101 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/08878730.2026.2656654 |
| OpenAlex | W7154624311 |
| Language | EN |
| References cited | 34 |
Course literature in mathematics teacher education provides prospective teachers with conceptualizations of formative assessment practices, described both in terms of how to assess and the theoretical foundations behind assessment practices. If the practical and theoretical aspects are not clearly connected, prospective mathematics teachers may find formative assessment methods difficult to use and combine. Studying how formative assessment practices are justified in course literature is consequently a way of studying how such practices are justified within the teacher education in which they are used. We collected all compulsory readings from a Swedish teacher education program, downloading or scanning them. Through a thematic analysis, partly deductive and based on the theoretical concept of didactic praxeology, we identified four main theoretical ideas underpinning formative assessment methods: equality, student agency, relation to mathematics, and efficiency. We discuss how focusing on justifications of formative assessment practices can provide a more precise grammar for related practices.
Connected Mathematics · Formative assessment · Mathematics curriculum · Praxeology · Qualitative research · Teacher education · Teaching method · Educational Theory and Curriculum Studies · Mathematics Education and Teaching Techniques · Student Assessment and Feedback
Formative assessment
Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes
Developing the theory of formative assessment
On the definition of feedback
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Assessment and Classroom Learning
Mathematical knowledge for teaching as a didactic praxeology
What is assessment for learning
Those Who Understand
Constructing professionalism in teacher education. Analytical tools from a comparative study
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Preparing beginning teachers to elicit and interpret students' mathematical thinking
Images of the desired teacher in practicum observation protocols
The Role of Assessment in a Learning Culture
Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District
| Highly cited | No |
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