Developing teachers' models for assessing students' competence in mathematical modelling through lesson study

Applications and modelling have gained a prominent role in mathematics education reform documents and curricula. Thus, there is a growing need for studies focusing on the effective use of mathematical modelling in classrooms. Assessment is an integral part of using modelling activities in classrooms...

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Bibliographic Details
Published in:International journal of mathematical education in science and technology 2017-08, Vol.48 (6), p.895-912
Main Authors: Aydogan Yenmez, Arzu, Erbas, Ayhan Kursat, Cakiroglu, Erdinc, Alacaci, Cengiz, Cetinkaya, Bulent
Format: Article
Language:English
Subjects:
assessment
Classrooms
Competence
Criteria
Educational Change
Evaluation Criteria
Faculty Development
Foreign Countries
Inservice Teacher Education
Lesson Plans
lesson study
Mathematical analysis
mathematical modelling
Mathematical Models
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Preservice Teachers
Problem Solving
Professional Development
Secondary School Mathematics
Secondary School Students
Secondary School Teachers
Student Evaluation
Students
Teacher Characteristics
Teacher education
teacher knowledge
Teachers
Teaching Methods
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Summary:Applications and modelling have gained a prominent role in mathematics education reform documents and curricula. Thus, there is a growing need for studies focusing on the effective use of mathematical modelling in classrooms. Assessment is an integral part of using modelling activities in classrooms, since it allows teachers to identify and manage problems that arise in various stages of the modelling process. However, teachers' difficulties in assessing student modelling work are a challenge to be considered when implementing modelling in the classroom. Thus, the purpose of this study was to investigate how teachers' knowledge on generating assessment criteria for assessing student competence in mathematical modelling evolved through a professional development programme, which is based on a lesson study approach and modelling perspective. The data was collected with four teachers from two public high schools over a five-month period. The professional development programme included a cyclical process, with each cycle consisting of an introductory meeting, the implementation of a model-eliciting activity with students, and a follow-up meeting. The results showed that the professional development programme contributed to teachers' knowledge for generating assessment criteria on the products, and the observable actions that affect the modelling cycle.
ISSN:0020-739X
1464-5211
DOI:10.1080/0020739X.2017.1298854