Villa-Ochoa, Jhony; Sánchez-Cardona, Jonathan; Rendón-Mesa, Paula Andrea (2021). Formative assessment of pre-service teachers’ knowledge on mathematical modeling. Mathematics, 9(8), pp. 1-15 .
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URL Oficial: https://doi.org/10.3390/math9080851
Resumen
This document reports how formative assessment strategies promote the knowledge of modeling of pre-service mathematics teachers. This knowledge is understood from content and vehicle points of view. Formative assessment strategies were designed and experimented with 14 participants in a mathematical modeling course offered to pre-service teachers in a Colombian university. Thematic analysis was conducted on lesson plans built by pre-service teachers. In those plans, they evinced knowledge of class management, mathematics teaching, problem solving, and modeling teaching. Finally, the collective construction of assessment rubrics is highlighted. Its contributions and limitations as a formative assessment tool are reported. The role played by the advisors’ feedback and support to pre-service teachers is also presented.
Tipo de Registro: | Artículo |
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Términos clave: | 06. Aprendizaje > Procesos cognitivos > Modelización 08. Evaluación > Tipos de evaluación 05. Profesor > Formación de profesores > Inicial 07. Enseñanza > Planificación del profesor > Evaluación |
Nivel Educativo: | Título de grado universitario |
Código ID: | 23255 |
Depositado Por: | Jhony Alexander Villa-Ochoa |
Depositado En: | 09 Jul 2021 18:16 |
Fecha de Modificación Más Reciente: | 09 Jul 2021 18:16 |
Valoración: |
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