Formative Assessment and Preservice Elementary Teachers' Mathematical Justification

2016 ◽  
pp. 293-323
Author(s):  
Alden J. Edson ◽  
Diane R. Rogers ◽  
Christine A. Browning
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Elementary Education ◽  
Formative Assessment ◽  
Digital Tools ◽  
Instructional Model ◽  
Elementary Preservice Teachers ◽  
Group Focus ◽  
Descriptive Feedback ◽  
Mathematical Justification

The focus of this chapter is on elementary preservice teachers' (PSTs') use of justification in problem-solving contexts based on a semester algebra course designed for elementary education mathematics minors. Formative assessment and digital tools facilitated the development of PSTs' understanding and use of justification in algebraic topics. The instructional model used includes the following components: negotiating a “taken-as-shared” justification rubric criteria; engaging in problem solving; preparing, digitally recording, and posting justification videos to the Cloud; and finally, listening and sharing descriptive feedback on the posted videos. VoiceThread was the digital venue for the preservice teachers to listen to their peers' justifications and post descriptive feedback. Findings from an analysis of a group focus on the PSTs' peer- and self-feedback as it developed through a semester and the PSTs' ability to provide a range of descriptive feedback with the potential to promote growth in the understanding and use of mathematical justification.

Formative Assessment and Preservice Elementary Teachers' Mathematical Justification

2020 ◽  
pp. 357-388
Author(s):  
Alden J. Edson ◽  
Diane R. Rogers ◽  
Christine A. Browning
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Elementary Education ◽  
Formative Assessment ◽  
Digital Tools ◽  
Instructional Model ◽  
Elementary Preservice Teachers ◽  
Group Focus ◽  
Descriptive Feedback ◽  
Mathematical Justification

The focus of this chapter is on elementary preservice teachers' (PSTs') use of justification in problem-solving contexts based on a semester algebra course designed for elementary education mathematics minors. Formative assessment and digital tools facilitated the development of PSTs' understanding and use of justification in algebraic topics. The instructional model used includes the following components: negotiating a “taken-as-shared” justification rubric criteria; engaging in problem solving; preparing, digitally recording, and posting justification videos to the Cloud; and finally, listening and sharing descriptive feedback on the posted videos. VoiceThread was the digital venue for the preservice teachers to listen to their peers' justifications and post descriptive feedback. Findings from an analysis of a group focus on the PSTs' peer- and self-feedback as it developed through a semester and the PSTs' ability to provide a range of descriptive feedback with the potential to promote growth in the understanding and use of mathematical justification.

Appraisal Centers: A Formative Assessment Model for Preservice Teachers to Demonstrate Emerging Theory–Practice Understanding

2019 ◽  
Vol 200 (3) ◽  
pp. 196-206
Author(s):  
Penny Silvers ◽  
Josephine Sarvis
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Communities Of Practice ◽  
Formative Assessment ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
State Standards ◽  
Assessment Model ◽  
School Of Education

Appraisal Centers provide authentic experienced-based communities of practice for preservice teachers (PSTs) to show application of theory into practice at critical gateways throughout their elementary education program while fulfilling School of Education dispositions, course objectives, and state standards. A goal is to provide formative assessment opportunities for PSTs to present inclusive, differentiated teaching practices at increasing levels of proficiency for culturally diverse 21st-century classrooms. Appraisal Centers provide multiple opportunities for PSTs to reflect on the complexities of teaching and learning, and the importance of embracing a culturally responsive, critically literate professional identity as emerging beginning educators.

scholarly journals ELEMENTARY PRESERVICE TEACHERS’ KNOWLEDGE, PERCEPTIONS AND ATTITUDES TOWARDS FRACTIONS: A MIXED-ANALYSIS

2019 ◽  
Vol 11 (1) ◽  
pp. 59-76
Author(s):  
Roslinda Rosli ◽  
Dianne Goldsby ◽  
Mary Margaret Capraro ◽  
Anthony J Onwuegbuzie ◽  
Robert M Capraro ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Content Knowledge ◽  
Mathematics Classroom ◽  
Problem Posing ◽  
Instructional Unit ◽  
Pedagogical Content ◽  
Mixed Analysis ◽  
Perceptions And Attitudes ◽  
Elementary Preservice Teachers

Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers’ knowledge, perceptions and attitudes towards fractions. A quasi-experiment design was implemented to gather data via closed-ended, open-ended, and essay tasks from a convenience sampling of 71 female elementary preservice teachers during pre- and post-assessments. The study discovered that the select preservice teachers were weak in the content knowledge specifically on unit-whole, part-whole, equivalent area, arithmetic operations, and ordering fractional values. In contrast, the incorporation of concrete models, problem-solving and problem-posing was effective in improving the preservice teachers’ level of pedagogical content knowledge, perceptions and attitudes towards fractions. Implications of the results and suggestions are discussed.

scholarly journals DIGITAL TOOLS AND PAPER-AND-PENCIL IN SOLVING-AND-EXPRESSING: HOW TECHNOLOGY EXPANDS A STUDENT’S CONCEPTUAL MODEL OF A COVARIATION PROBLEM

2021 ◽  
Vol 12 (1) ◽  
pp. 113-132
Author(s):  
Hélia Jacinto ◽  
Susana Carreira
Keyword(s):  
Problem Solving ◽  
Conceptual Model ◽  
Mathematical Thinking ◽  
Mathematical Problem ◽  
Digital Tools ◽  
Data Collection And Analysis ◽  
Paper And Pencil ◽  
Multiple Sequences ◽  
Mathematical Justification

This study aims at understanding the role of the tools chosen throughout the processes of solving a non-routine mathematical problem and communicating its solution. In assuming that problem-solving is a synchronous activity of mathematization and expression of mathematical thinking we take our proposed Mathematical Problem Solving with Technology (MPST) model to analyze the processes of solving-and-expressing-problems. Resorting to qualitative methods for data collection and analysis, we report on the case of an 8th grader working on a covariation problem to examine the role that paper-and-pencil and digital tools play in the development of a conceptual model of the situation. We found that the resources used throughout the solving-and-expressing activity influenced the depth of the conceptual model developed, within a process of progressive mathematization. Whereas paper-and-pencil led to the emergence of a conceptual model based on exploring particular cases, the digital transformation of the solution was triggered by the process of communicating its mathematical justification and expanded the previous model. Moreover, the complexity of this activity is evidenced by its multiple sequences of processes. Finally, the integration process seems crucial as the concomitant use of technological and mathematical resources precedes major advancements in the expansion of the conceptual model.

scholarly journals Teaching digital models: secondary technology teachers’ experiences

2021 ◽  
Author(s):  
Helen Brink ◽  
Nina Kilbrink ◽  
Niklas Gericke
Keyword(s):  
Problem Solving ◽  
Empirical Data ◽  
Digital Tools ◽  
Digital Models ◽  
Structured Interviews ◽  
Digital Competence ◽  
Technology Teachers ◽  
Teachers Experiences ◽  
Digital Modelling ◽  
Single Idea

AbstractIn secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital models) are a relatively new element. Technology teachers teach digital models to meet syllabus criteria of digital competence, applicable to for instance problem solving and documentation using digital tools. However, there is a lack of knowledge concerning how teachers use digital models in their teaching, what their intentions are, and what content they choose. It is known, though, that teachers’ experiences influence the teaching. Therefore, the aim of this study is to investigate teachers’ experiences of teaching digital models in compulsory school, to contribute to more knowledge of teaching in this area. This study takes a phenomenological lifeworld approach, and 12 semi-structured interviews with lower secondary technology teachers form the empirical data. The data were analyzed thematically and the results are four themes of experiencing the teaching of digital models, indicating that technology teachers teach with different aims and purposes; Enhancing and integrating other subjects, Visualizing technology to the pupils, Enabling digital modelling, and Preparing pupils for the future. Further, the results also indicate that the content and methods of teaching differ and that teachers did not experience digital models as one single idea but as an amalgam of multiple ideas. These findings can be used as a basis for further research and development of teaching concerning digital models.

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