Infusing assessment into mathematics content courses for pre-service elementary school teachers

Abstract

The present study aims to explore the use of assessment in mathematics content courses for future elementary school teachers. Analysis of self assessment data on mathematical understanding and peer assessment data on oral mathematical presentation showed that pre-service teachers had a balanced understanding of procedural knowledge and problem solving. Conceptual understanding was not in the structure of pre-service teachers' mathematical knowledge. Understandings of conceptual knowledge, procedural knowledge, and problem solving had no meaningful effects on gains in mathematics performance. Aspects of oral mathematical presentation were associated with improved understanding of procedural knowledge and in particular conceptual knowledge. The result of the study calls for a conceptual approach to mathematical knowledge and sufficient mathematical problem solving in college-level mathematics content courses and in particular the infusion of assessment into college-level mathematics education for pre-service teachers.Keywords Pre-service teacher education · Structure of mathematical knowledge · Infusion of assessment into mathematics content courses We explored in the present analysis the use of assessment in mathematics content courses for future elementary school teachers. 1 At most institutions in the United States, these courses are taught by mathematicians whose emphasis is on learning or relearning the mathematics rather than pedagogical implications of mathematical knowledge, usually as a direct result of the disconnection between mathematicians and mathematics educators. These courses are typically difficult to a large percentage of students majoring in elementary education because their mathematical competency is significantly lower than the established norms of the general population of university students (e.g., Rech et al. 1993;Southwell and Penglase 2005).1 Because 90% of the participants in these mathematics content courses are pre-service K-5 (kindergarten to grade 5) teachers at the university where the present study was conducted, we used the phrase "pre-service elementary teachers" for this group throughout this article. The others (10%) are pre-service middle school teachers (grade 6 to grade 8).

Peningkatan Hasil Belajar Matematika Siswa Sekolah Dasar Melalui Pembelajaran Berbasis Penilaian

“…Presentasi lisan merupakan bentuk penilaian yang memungkinkan terjadinya penilaian diri ketika siswa atau kelompok siswa mendapatkan umpan balik dari apa yang mereka sampaikan di kelas, dan memungkinkan terjadinya penilaian sejawat ketika tanggapan atau respon terjadi ketika presentasi perlu klarifikasi dan diskusi. Hal ini sebagaimana yang diungkap oleh beberapa peneliti (Hristova, 2014;Lianghuo & Mei, 2007;Ma, Millman, & Wells, 2008) bahwa presentasi lisan merupakan salah satu metode penilaian yang menyediakan aktivitas penilaian diri dan sejawat, untuk mengkomunikasikan ide dan mengklarifikasi pemahaman secara lisan. Penilaian sejawat dalam kegiatan presentasi lisan terjadi ketika siswa memberikan argumen terhadap jawaban atau penjelasan siswa, sedangkan penilaian diri terjadi ketika komentar dari teman menjadi sebuah kritik diri atau refleksi diri untuk mengklarifikasi jawaban semula.…”

Pengembangan Desain Pembelajaran Berbasis Penilaian Dalam Pembelajaran Matematika

“…Hal ini dapat dilakukan dengan kegiatan presentasi lisan oleh siswa. Presentasi lisan di kelas matematika merupakan salah satu metode yang mencakup proses penilaian diri dan sejawat (Ma, Millman, & Wells, 2008) untuk menyediakan kesempatan siswa berpikir tentang matematika, memperkuat argumen mereka, dan bagaimana mengekspresikan matematika dan pemahaman mereka tentang matematika dengan kata-kata mereka sendiri, merefleksikan pemahaman mereka sendiri dan ide-ide orang lain (National Council of Teachers of Mathematics [NCTM], 2000;Lianghuo & Mei, 2007). Strategi lain untuk menciptakan penilaian diri dan sejawat adalah menggunakan mini-rubrik.…”

Configuring the landscape of research on problem-solving in mathematics teacher education

“…The underlying assumption of studies in this category-explicitly stated or implied-is that problem-solving skills are a key part of PSTs' CK; that to teach mathematical problem-solving, a teacher must be able to solve problems themself (e.g., Kaya et al, 2014) and understand the nature of problem-solving (e.g., Ma et al, 2008). Therefore, PSTs need to be involved in a variety of problem-solving experiences, many of the articles state (e.g., Capraro et al, 2012).…”