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Assessment in mathemathics teacher education

Pendrill, Ann-Marie LU and Lindberg, Lisbeth (2011) In Voices on learning and instruction in mathematics 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)
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author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
categories
Higher Education
in
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
2015-02-20 07:39:44
date last changed
2016-04-16 09:00:31
@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},
  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},
  series       = {Voices on learning and instruction in mathematics},
  title        = {Assessment in mathemathics teacher education},
  year         = {2011},
}