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Creators/Authors contains: "Coomes, Jacqueline"

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  1. (, 14th International Congress on Mathematical Education)
    null (Ed.)
    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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