Formativ bedömning inom digitala läromedel i matematik : Återkoppling - nödvändigt för både lärare och elev

Sammanfattning: The use of digital teaching materials in mathematics is becoming increasingly more common within school teaching. Examining the teaching material becomes an important part of the teacher's work. Not least to ensure a successful teaching that is quality assured, against the Swedish curriculum. Successful teaching has long been characterized by formative assessment for learning. In this work, five digital teaching materials for mathematics have been examined through a qualitative content analysis. The purpose has been to establish the feedback structure of the digital teaching aids. The digital teaching materials that have been studied are designed for pupils in grades 1–3, where both a pupil client and teacher client are included. The survey has been based on an analysis schedule and the result has been set against various key factors for feedback. The result showed that three out of five digital teaching materials are "smart" and can provide the pupil with tasks that contribute to the pupil's progression. Yet, it´s only one of five digital teaching materials that has a well-developed system that makes full use of the potential that exists in a digital teaching material. A summary conclusion is that the digital teaching materials seem to strive to design a formative feedback structure, while some of the teaching aids do not pretend to be anything but a tool for quantity training.