Assessment in mathemathics teacher education
(2011) p.331-350- Abstract
- Authentic tasks can promote higher-order learning. In the student task discussed in this paper the student teachers developed, tried, graded, discussed and revised mathematics test questions, in connection to an amusement park visit. The task was designed in an effort to bring the teacher educators in the mathematics and educational departments and those in the schools closer to each other through participation in a joint project, which was part of the "VFU" - the time that student teachers spend in school as part of the subject studies. The task involved different aspects of authenticity, both in the mathematics questions created in and in the creation of questions.Qualities in students' problems are discussed, and also student... (More)
- Authentic tasks can promote higher-order learning. In the student task discussed in this paper the student teachers developed, tried, graded, discussed and revised mathematics test questions, in connection to an amusement park visit. The task was designed in an effort to bring the teacher educators in the mathematics and educational departments and those in the schools closer to each other through participation in a joint project, which was part of the "VFU" - the time that student teachers spend in school as part of the subject studies. The task involved different aspects of authenticity, both in the mathematics questions created in and in the creation of questions.Qualities in students' problems are discussed, and also student reflections on pupil and teacher reactions in relation to the authentic contexts. Traditional textbook problems were found to have a strong influence, as evidenced by many of the student-created problems and some of the supervisor reactions. Students' descriptions of teacher comments indicated that these focused more on classroom management than on mathematics content, consistent with traditional expectations on the VFU. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/5051462
- author
- Pendrill, Ann-Marie LU and Lindberg, Lisbeth
- organization
- publishing date
- 2011
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- categories
- Higher Education
- host publication
- Voices on learning and instruction in mathematics
- editor
- Emanuelsson, Jonas ; Fainsilber, Laura ; Häggström, Johan ; Kullberg, Angelika ; Lindström, Berner and Löwing, Madeleine
- pages
- 331 - 350
- publisher
- University of Gothenburg
- ISBN
- 978-91-85143-20-7
- project
- NRCF (National Resource Center for Physics Education)
- language
- English
- LU publication?
- yes
- id
- 57c8315d-51ee-4928-843c-0f8c3a2e6b59 (old id 5051462)
- date added to LUP
- 2016-04-04 11:16:13
- date last changed
- 2021-10-28 02:30:08
@inbook{57c8315d-51ee-4928-843c-0f8c3a2e6b59, abstract = {{Authentic tasks can promote higher-order learning. In the student task discussed in this paper the student teachers developed, tried, graded, discussed and revised mathematics test questions, in connection to an amusement park visit. The task was designed in an effort to bring the teacher educators in the mathematics and educational departments and those in the schools closer to each other through participation in a joint project, which was part of the "VFU" - the time that student teachers spend in school as part of the subject studies. The task involved different aspects of authenticity, both in the mathematics questions created in and in the creation of questions.Qualities in students' problems are discussed, and also student reflections on pupil and teacher reactions in relation to the authentic contexts. Traditional textbook problems were found to have a strong influence, as evidenced by many of the student-created problems and some of the supervisor reactions. Students' descriptions of teacher comments indicated that these focused more on classroom management than on mathematics content, consistent with traditional expectations on the VFU.}}, author = {{Pendrill, Ann-Marie and Lindberg, Lisbeth}}, booktitle = {{Voices on learning and instruction in mathematics}}, editor = {{Emanuelsson, Jonas and Fainsilber, Laura and Häggström, Johan and Kullberg, Angelika and Lindström, Berner and Löwing, Madeleine}}, isbn = {{978-91-85143-20-7}}, language = {{eng}}, pages = {{331--350}}, publisher = {{University of Gothenburg}}, title = {{Assessment in mathemathics teacher education}}, year = {{2011}}, }