Abstract
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.
Highlights
Pino-Fan, Assis, and Castro [1] explored some dimensions and theoreticalmethodological tools suggested by the didactic-mathematical knowledge (DMK) model for the analysis, characterization, and promotion of teacher’s knowledge, intended to efficiently develop their teaching practices
The results of this study are presented in two sections: the first one presents the results of the analysis of each lesson plan; in the second one, an analysis of the formative assessment of the knowledge of pre-service teachers is made from a joint interpretation of the four lesson plans
In the first part of this article, conceptions about the notion of teachers’ knowledge assessment were presented. Those conceptions are aligned with the notion of measurement and certification of teachers’ knowledge and abilities. It debated the need for this notion to transcend into a formative assessment of teacher’s knowledge in the context of training courses and professional programs
Summary
Carrillo-Yañez and his team [2] presented the mathematics teacher specialized knowledge model (MTSK); the authors proposed a framework that considers mathematical-knowledge specialization as a model-inherent property which extends to all subdomains Such models are ways to investigate, understand, analyze, and evaluate teachers’ mathematics knowledge. Some models transcend a descriptive dimension and offer tools for intervention in training programs that promote teacher knowledge development. In those cases, continuous evaluation of teachers’. Mesa and Leckrone [3] offer an overview of six types of processes, methods, and components to be assessed regarding mathematics teachers’ knowledge In another perspective, training programs are concerned with determining teachers’ knowledge, and have the objective of promoting it.
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