Formative Feedback and the Mindful Teaching of Mathematics‪.‬

We examine the use of formative assessment as a tool to assist teachers of mathematics to become more mindful developers of curricula. We focus on instructional design that is based on careful examination of student answers to questions. Empirical studies have shown the effectiveness of formative assessment for students, and recent theoretical work indicates that the positive feedback aspect of formative assessment stimulates self-regulation and transformation, processes that are regarded as critical to developing intelligence. We apply these ideas of formative assessment to teachers of senior mathematics as they rethink instructional design. Formative assessment