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In support of standards for the learning and teaching of mathematics and statistics that advocate for the use of technology to promote reasoning and sense making, and to elicit student thinking, we draw on the use of authentic student work in the form of video case instruction to develop prospective secondary mathematics teachers’ [PSMTs] knowledge of students’ understanding, thinking, and learning with technology in mathematics. Specifically, we draw on the extant literature related to TPACK, video cases as learning objects, and noticing to propose a set of design principles intended to guide the development of materials to support PSMTs’ acquisition of TPACK. Here we explicate six design principles situated in the literature, provide an example of a module designed based on these principles, and share findings from pilot studies utilizing the module.
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FORMATIVE ASSESSMENT FOR MATHEMATICAL PRACTICES
This case study investigated preservice secondary mathematics teachers’ (PSMTs’) developing understanding of formative assessment as a way to leverage mathematical practices for student learning. Qualitative data came from PSMTs’ responses to a learning sequence designed to help them develop nuanced and disciplinary-specific understandings of formative assessment. Analyses suggest a trajectory for PSMTs learning to use formative assessment in problem-solving environments, but also shows how the orientation of one PSMT continued to obstruct her progress. The results suggest that mathematics teacher educators must themselves use formative assessment that supports PMSTs’ developing orientations to currently suggested ways of teaching.
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- Award ID(s):
- 1660606
- PAR ID:
- 10291062
- Date Published:
- Journal Name:
- 14th International Congress on Mathematical Education
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
- Conference Paper:
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