Formative Assessment of Pre-Service Teachers’ Knowledge on Mathematical Modeling

This document reports how formative assessment strategies promote the knowledge of modeling of pre-service mathematics teachers. This knowledge is understood from content and vehicle points of view. Formative assessment strategies were designed and experimented with 14 participants in a mathematical...

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Bibliographic Details
Published in:Mathematics (Basel) 2021-04, Vol.9 (8), p.851
Main Authors: Villa-Ochoa, Jhony Alexander, Sánchez-Cardona, Jonathan, Rendón-Mesa, Paula Andrea
Format: Article
Language:English
Subjects:
Food science
formative assessment
Learning
Mathematical analysis
mathematical modeling
Mathematical models
Mathematics teachers
Students
teacher education
Teachers
teachers’ knowledge
Teaching
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Summary:This document reports how formative assessment strategies promote the knowledge of modeling of pre-service mathematics teachers. This knowledge is understood from content and vehicle points of view. Formative assessment strategies were designed and experimented with 14 participants in a mathematical modeling course offered to pre-service teachers in a Colombian university. Thematic analysis was conducted on lesson plans built by pre-service teachers. In those plans, they evinced knowledge of class management, mathematics teaching, problem solving, and modeling teaching. Finally, the collective construction of assessment rubrics is highlighted. Its contributions and limitations as a formative assessment tool are reported. The role played by the advisors’ feedback and support to pre-service teachers is also presented.
ISSN:2227-7390
2227-7390
DOI:10.3390/math9080851