Call for Papers
Assessment is pervasive in the teaching and learning of mathematics at any educational level though often its impact on students’ and teachers’ experiences is underestimated. With this ERME topic conference we wish to sharpen the focus on the ‘assessment of mathematics’ part of mathematics education research. We announce here the second topic conference on (summative and formative) assessment of mathematics and related feedback, its consequences on students’ learning and its impact on teachers’ practices.
The FAME conference will accept four types of submissions:
- Full length papers: these will be 8 pages long, be discussed at the conference and be included in the proceedings.
- Short papers: these will be 4 pages long, be discussed at the conference and be included in the proceedings.
- Posters: they will be displayed at the conference during a dedicated session and will be included in the proceedings with a paper of 2 pages length.
- Workshop proposals: they will be 2 pages long and will include the names and affiliation of the workshop proposers, a rationale for the workshop and an indication of how the workshop will be organised. The proposals will be included in the proceedings.
The papers will follow the CERME template, and each contribution will be peer-reviewed as it is customary for the CERME conferences (and in accordance with the collaboration and cooperation ethos of ERME). Members of the IPC will review the poster and workshop submissions. The peer-reviewed digital proceedings will be published in the HAL Archive (following the communication ethos of CERME – with free access) (https://hal.archives-ouvertes.fr/).
As an outcome of the conference – which plans to be highly participatory – and in accordance with the collaboration ethos of ERME, the IPC will explore the possibility to publish an edited volume on assessment and feedback in mathematics in the ERME series published by Routledge.
The aim of the FAME2 conference – Feedback and Assessment in Mathematics Education – is to focus on the assessment and feedback aspect of research in mathematics education. It will bring together researchers that otherwise would attend different Thematic Working Groups at CERME, and it will encourage collaboration between researchers to focus on the assessment aspect of their research. The conference welcomes empirical as well as theoretical papers, posters and workshop proposals, and submissions from young researchers are encouraged. Submissions on the general theme of assessment of mathematics are welcome, although the conference will specifically focus on four specific themes:
- Theme 1: Formative feedback on mathematics tasks and its impact on students’ experiences of learning mathematics: students’ and (pre-service and in-service) teachers’ perspectives - (TWG 21, TWG 8, TWG 18).
Within this theme we envisage contributions related to the effect and impact of formative feedback on students’ mathematics learning as well as on teachers’ perspectives. We will consider papers at any educational level. - Theme 2: Formative and/or summative assessment of mathematics, and design and evaluation of resources for the assessment of knowledge and competencies related to specific mathematical topics (TWG 22, TWGs 1 to 6 for specific mathematics topics).
The issue of task design for the assessment of mathematics cannot be overlooked and this theme will comprise contributions that focus on task design for the assessment of specific topics (e.g. geometry or proof). - Theme 3: Teachers’ and students’ experiences (inside and outside the classroom) with technology and/or GenAI (e.g. large language models such as ChatGP) in/for the summative and/or formative assessment of mathematics (TWG 15, TWG 16).
Technology has become more present in the teaching of mathematics but specifically in assessment and feedback. Recently the use of GenAI has been widely discussed in mathematics education, at all educational levels and for all branches of mathematics. This theme will collect contributions which address the use of technology and/or GenAI for both summative and formative assessment. - Theme 4: Longitudinal use of results from summative and formative assessment to inform the learning trajectory of students at an individual level.
Research related to learning mathematics often only addresses the short period of time when assessment takes place and impacts a student’s experience. We thus welcome contributions that take a more longitudinal approach to learning by detailing how the information provided by both summative and formative assessment can inform the development of the individual student’s learning trajectory.
We also welcome papers which link two or more of the themes above as we recognise that for example the use of technology in the assessment of mathematics can be linked to the assessment of specific topics. Papers, workshops and poster submissions will use the CERME template, and each submission will be peer-reviewed as it is usual for CERME conferences. The IPC will review poster and workshop submissions and will decide about the final acceptance of research papers.