International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Teachers’ Meta-didactical Praxeologies in Technology-supported Formative Assessment: a Professional Development Study

Gözde Kaplan-Can, Francesca Morselli

Middle East Technical University

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 739–746ISSN 2790-36482026Scopus conference code 336559
⬇ Download PDF

Abstract

The study investigates how lower secondary mathematics teachers engage with technology-supported formative assessment within a professional development program, adopting the Meta-Didactical Transposition framework as the main theoretical lens. The program was inspired by the FaSMEd Toolkit and encouraged teachers to adapt and redesign proposed activities. Data from lesson plans, reflective questionnaires, and professional development meetings were analysed in terms of teachers’ meta-didactical praxeologies. The findings show that teachers reinterpreted the Toolkit through shared and evolving praxeologies, aligning technology use with formative purposes.

Keywords

Technology-supported formative assessmentFaSMEd Toolkitmeta-didactical praxeologies

Recommended citation

Kaplan-Can, G., & Morselli, F. (2026). Teachers’ Meta-didactical Praxeologies in Technology-supported Formative Assessment: a Professional Development Study. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 739–746). Psychology of Mathematics Education (PME). ISSN 2790-3648.
BibTeXRIS

← All PME 49 Research Reports