A Model for Developing Preservice Mathematics Teachers’ Mathematical Language Skills in the Context of Authentic Assessment

This study aims at explaining the process of embedding authentic, valid, practical and effective assessment models in Indonesian language learning based on local culture contexts.The development process began with preliminary research, prototyping and assessment phases.The third stage involved three schools in the city of Padang, namely class X SMA 3, 7 and 10 Padang.The expected product is a number of assessment instruments as a model or sample that can measure the ability of the students to participat e in the school.The results of this study indicate that all the protocols, prototyping, to the assessment phases have been valid, practical and effective.This means that developed instruments can help students improve their language skills.

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Attitudes towards Computer and Computer Self-Efficacy as Predictors of Preservice Mathematics Teachers’ Computer Anxiety

Acta Didactica Napocensia ◽

10.24193/adn.10.3.9 ◽

2017 ◽

Vol 10 (3) ◽

pp. 91-108

Author(s):

Adeneye O.A. Awofala ◽

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Sabainah O. Akinoso ◽

Alfred O. Fatade ◽

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...

Keyword(s):

Mathematics Teachers ◽

Self Efficacy ◽

Computer Anxiety ◽

Preservice Mathematics Teachers ◽

Computer Self Efficacy

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Using Simulations to Foster Preservice Mathematics Teachers' Self-Assessment, Learning, and Reflections on Teaching

Mathematics Teacher Educator ◽

10.5951/mathteaceduc.1.2.0162 ◽

2013 ◽

Vol 1 (2) ◽

pp. 162-171

Author(s):

Joe Garofalo ◽

Christine Trinter

Keyword(s):

Mathematics Teachers ◽

Teaching Mathematics ◽

Learning Technology ◽

Trigonometric Functions ◽

Self Assessment ◽

Mathematics Pedagogy ◽

Technology Knowledge ◽

Preservice Mathematics Teachers ◽

Technology And Assessment ◽

Teaching Learning

In this article, we present 2 technology-involved tasks that we use in our mathematics pedagogy courses to ostensibly give preservice secondary mathematics teachers (PSMTs) sample activities they can use in their teaching or use to assess their own future students' ability to apply trigonometric functions in contextual situations using technology. However, we have two other purposes for posing these tasks. One purpose is to provide occasions for PSMTs to self-assess their mathematical and technology knowledge, and subsequently take action to learn mathematics and technology features. The other purpose is to use such tasks as springboards for substantive discussions about teaching, learning, technology, and assessment. Such simulation tasks have engaged PSMTs and helped them develop their knowledge base for teaching mathematics.

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Preservice mathematics teachers' conceptions and enactments of modeling standards

School Science and Mathematics ◽

10.1111/ssm.12275 ◽

2018 ◽

Vol 118 (5) ◽

pp. 169-178 ◽

Cited By ~ 1

Author(s):

Hyunyi Jung ◽

Jill A. Newton

Keyword(s):

Mathematics Teachers ◽

Preservice Mathematics Teachers

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For Your Information: Publications – March 2011

Mathematics Teacher ◽

10.5951/mt.104.7.0557 ◽

2011 ◽

Vol 104 (7) ◽

pp. 557-559

Keyword(s):

Mathematics Teachers ◽

Classroom Environment ◽

Teaching And Learning ◽

Teaching Skills ◽

Positive Effects ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Preservice Mathematics Teachers

A great deal has been written about mentoring and its positive effects on the development of important teaching skills. By focusing on mentors for preservice mathematics teachers, this work fills a gap in that literature, complementing related publications on mentoring beginning and experienced mathematics teachers. This resource is designed to support mentors in bridging the gap between the theory of teaching and learning mathematics to the reality of the classroom environment. Its useful strategies and information will assist the mentor of preservice mathematics teachers in providing knowledgeable, informed, and supportive guidance.

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Exploring Nonroutine Functions Algebraically and Graphically

Mathematics Teacher ◽

10.5951/mt.104.7.0508 ◽

2011 ◽

Vol 104 (7) ◽

pp. 508-513

Author(s):

Christine P. Trinter ◽

Joe Garofalo

Keyword(s):

High School ◽

Problem Solving ◽

Mathematics Teachers ◽

Multiple Representations ◽

School Mathematics ◽

High School Mathematics ◽

Mathematics Tasks ◽

Preservice Mathematics Teachers

Nonroutine function tasks are more challenging than most typical high school mathematics tasks. In our classes of precalculus students and preservice mathematics teachers, we have found that nonroutine tasks encourage our students to expand their thinking about functions and their approaches to problem solving. As a result, they gain greater appreciation for the power of multiple representations and a richer understanding of functions.

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