Formative Assessment of Pre-Service Teachers’ Knowledge on Mathematical Modeling
Pre-service teachers’ knowledge has been a focus of several researches in Mathematical Modeling Community. With Jonathan Sánchez-Cardona and Paula A. Rendón-Mesa develop a research about how to foster and assess the knowledge. In the paper: Pre-Service Teachers’ Knowledge on Mathematical Modeling, We report 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 … Continúa leyendo Formative Assessment of Pre-Service Teachers’ Knowledge on Mathematical Modeling