Implementing formative assessment in argumentative activities for the development of algebraic thinking. Indicators and where to find them

Abstract

This paper introduces operational indicators designed to monitor both the activation and realization of formative assessment strategies within educational activities, in which these strategies are positioned as a core dimension of the instructional design. Particularly, we here refer to learning sequences aimed at fostering algebraic thinking and promoting argumentative competence. The indicators represent a research outcome developed by the DIVA al DIMA community of inquiry and are illustrated in this paper through an exemplary case study. The indicators serve as a tool to support the evaluation and refinement of instructional design. Additionally, they aim to promote critical teacher reflection on the choices made during the implementation phase, contributing to the improvement of educational practices and the professional development of educators.