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The Department of Science Teaching
Weizmann Institute of Science
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  5. MesiMatica

MesiMatica

  • General background
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  • Mathematics
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Leading team:

  • Prof. Ruhama Even

Project team:

  • Dr. Michal Ayalon (Project Coordination 2015-2016)
  • Dr. Naomi Robinson ( Project Coordination 2017-2021)
  • Galia Gonen PD Coordinataion
  • Prof. Edriss S. Titi Mathematics consultant
  • Ayelet Gottlieb Development and PD
  • Dr. Nurit Hadas Development and PD
  • Chaya Menucha Farber Development and PD
  • Dr. Alex Friedlander Development and PD
  • Naama Tal Development and PD
  • Omri Nave Development and PD
  • Zippora Resnick Development and PD
  • Orna Shoam-Choen Development and PD
  • Ludmila Shpil Development and PD
  • Alina Speisky Development and PD
  • Reut Parasha Development and PD

Secretariat and Administration:

Vered Shattenstein

Brief

The MesiMatica project centers on developing research-, theory- and practice-based formative assessment materials that attend to three overarching principles associated with formative assessment: eliciting, interpreting, and acting on evidence of student learning.

 

The MesiMatica project centers on developing research-, theory- and practice-based formative assessment materials that attend to three overarching principles associated with formative assessment: (1) eliciting evidence of student learning, (2) interpreting evidence of student learning, and (3) acting on evidence of student learning. The MesiMatica materials are designed in the form of a series of several dozens of formative assessment resource files in the domains of algebra, geometry and analysis, available free of charge on the MesiMatica website (in Hebrew). The development of the files follows principles of design research. It is being carried out by a team of experienced secondary-school teachers, expert curriculum developers, researchers in mathematics education, and a mathematician. The MesiMatica files are designed to assess mathematics that is important and worth knowing, significant in the secondary-school mathematics curriculum, and for which student difficulties are known from research and practice. Thus, in line with current views of classroom assessment, the materials attend to mathematics content, as well as to mathematical practices, processes, proficiencies, and competencies, focusing on aspects of problem solving, modeling, and reasoning.

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