Por favor, use este identificador para citar o enlazar este ítem:
https://hdl.handle.net/10495/36313| Título : | Formative Assessment of Pre-Service Teachers’ Knowledge on Mathematical Modeling |
| Autor : | Villa Ochoa, Jhony Alexander Sánchez Cardona, Jonathan Rendón Mesa, Paula Andrea |
| metadata.dc.subject.*: | Matematicas Educación Personal docente Conocimiento Formative assessment Mathematical modeling Teacher education Teacher's knowledge |
| Fecha de publicación : | 2021 |
| Editorial : | MDP |
| Resumen : | 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. |
| ISSN : | 2227-7390 |
| metadata.dc.identifier.doi: | https://doi.org/ 10.3390/math9080851 |
| Aparece en las colecciones: | Artículos de Revista en Educación |
Ficheros en este ítem:
| Fichero | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| Formative Assessment of Pre-Service Teachers’ Knowledge on Mathematical Modeling.pdf | 483.52 kB | Adobe PDF | Visualizar/Abrir |
Este ítem está sujeto a una licencia Creative Commons Licencia Creative Commons
