The focus of this chapter is on elementary preservice teachers' (PSTs') use of justification in problem-solving contexts based on a semester algebra course designed for elementary education mathematics minors. Formative assessment and digital tools facilitated the development of PSTs' understanding and use of justification in algebraic topics. The instructional model used includes the following components: negotiating a “taken-as-shared” justification rubric criteria; engaging in problem solving; preparing, digitally recording, and posting justification videos to the Cloud; and finally, listening and sharing descriptive feedback on the posted videos. VoiceThread was the digital venue for the preservice teachers to listen to their peers' justifications and post descriptive feedback. Findings from an analysis of a group focus on the PSTs' peer- and self-feedback as it developed through a semester and the PSTs' ability to provide a range of descriptive feedback with the potential to promote growth in the understanding and use of mathematical justification.

The focus of this chapter is on elementary preservice teachers' (PSTs') use of justification in problem-solving contexts based on a semester algebra course designed for elementary education mathematics minors. Formative assessment and digital tools facilitated the development of PSTs' understanding and use of justification in algebraic topics. The instructional model used includes the following components: negotiating a “taken-as-shared” justification rubric criteria; engaging in problem solving; preparing, digitally recording, and posting justification videos to the Cloud; and finally, listening and sharing descriptive feedback on the posted videos. VoiceThread was the digital venue for the preservice teachers to listen to their peers' justifications and post descriptive feedback. Findings from an analysis of a group focus on the PSTs' peer- and self-feedback as it developed through a semester and the PSTs' ability to provide a range of descriptive feedback with the potential to promote growth in the understanding and use of mathematical justification.

This chapter focuses on how assessment for learning can be used to promote the development of student understanding of mathematics and mathematical practices as described in the Common Core State Standards for Mathematics while emphasizing the affordances of digital technologies. The mathematical focus centered on the families of functions connected to the mathematical practice of constructing viable arguments when using the digital technology tool, VoiceThread. The chapter describes an iterative model for implementing assessment for learning practices where VoiceThread gave voice to preservice teachers’ mathematical justifications. Findings are taken from a study set in an algebra course designed for preservice elementary teachers working towards a minor in mathematics. Preservice teachers noted the positive impacts of using VoiceThread in improving their justification skills and the benefits of assessment for learning practices on their learning process.