Formative assessment based circle and circular region teaching practice: An action research

Purpose: The aim of this study is to improve students' mathematics achievement with the circle and circular region teaching application based on formative assessment, and to examine the changes in students' flow and participation in the lesson. Method: In the study, action research design, one of the qualitative research methods, was used. The study group of the research consists of 34 seventh-grade students studying at a public secondary school in Osmaniye in the second term of the 2021-2022 academic year. The formative assessment tools used in the study, semi-structured interviews, observations, and data obtained from the researcher's diary were analyzed descriptively. In addition, in order to support the qualitative findings, the quantitative data obtained were analyzed with the paired sample t-test in order to observe the pre-test-post-test score differences by using the "Mathematics Course Flow Scale" and the "Class Participation Scale". Results: According to the data obtained from the research, there has been an improvement in the success of the students with the circle and circular region teaching based on formative assessment. It has been observed that the development of students with low and medium levels of achievement is more evident. According to both qualitative and quantitative findings obtained as a result of the research, it has been seen that formative assessment-based instruction has a high level of positive contribution to students' flow and participation in the mathematics lesson. Conclusion and Suggestions: As a result of the findings obtained from the research, it was seen that formative assessment-based mathematics teaching increased the success of the students. In addition, the variety of formative assessment tools used (quick assessment techniques, peer and self-assessments, EBA, Wordwall, Plickers digital platforms, worksheets, group, and individual studies, flashcards…) increased students' interest and motivation towards the course. As a result, students' participation in the lesson has increased and they have experienced flow situations in which they do not realize how time passes in the mathematics lesson. In line with these results, professional development programs can be prepared for teachers on how to teach formative assessment-based mathematics, information seminars can be given to teachers about the content of flow theory, and student achievement can be improved by ensuring that students experience flow and participate in the lesson. Keywords: Circle and circular region teaching, Formative assessment, Success in mathematics, Flow in mathematics, Class Participation