Formatively assessing prospective teachers' skills in leading mathematics discussions.

Autor: Shaughnessy M; Wheelock College of Education and Human Development, Boston University, Two Silber Way, Boston, MA 02215 USA., Garcia NM; University of Michigan, Ann Arbor, MI 48109 USA., O'Neill MK; University of Michigan, Ann Arbor, MI 48109 USA., Selling SK; Stanford University, Stanford, CA 94305 USA., Willis AT; University of Michigan, Ann Arbor, MI 48109 USA., Wilkes CE 2nd; University of Michigan, Ann Arbor, MI 48109 USA., Salazar SB; Universidade Federal de Pelotas, Pelotas, RS 96010-610 Brazil., Ball DL; University of Michigan, Ann Arbor, MI 48109 USA.
Jazyk: angličtina
Zdroj: Educational studies in mathematics [Educ Stud Math] 2021; Vol. 108 (3), pp. 451-472. Date of Electronic Publication: 2021 Jul 01.
DOI: 10.1007/s10649-021-10070-z
Abstrakt: Mathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers' skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers' capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.
(© The Author(s) 2021.)
Databáze: MEDLINE
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