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Supporting Elementary Mathematics Teacher Candidates' Use of Divergent Formative Assessment

Supporting Elementary Mathematics Teacher Candidates' Use of Divergent Formative Assessment

Crystal Anne Kalinec-Craig, Priya V. Prasad, Raquel Vallines Mira
Copyright: © 2020 |Pages: 28
ISBN13: 9781799803232|ISBN10: 1799803236|EISBN13: 9781799803249
DOI: 10.4018/978-1-7998-0323-2.ch012
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MLA

Kalinec-Craig, Crystal Anne, et al. "Supporting Elementary Mathematics Teacher Candidates' Use of Divergent Formative Assessment." Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms, edited by Christie Martin, et al., IGI Global, 2020, pp. 226-253. https://doi.org/10.4018/978-1-7998-0323-2.ch012

APA

Kalinec-Craig, C. A., Prasad, P. V., & Vallines Mira, R. (2020). Supporting Elementary Mathematics Teacher Candidates' Use of Divergent Formative Assessment. In C. Martin, D. Polly, & R. Lambert (Eds.), Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms (pp. 226-253). IGI Global. https://doi.org/10.4018/978-1-7998-0323-2.ch012

Chicago

Kalinec-Craig, Crystal Anne, Priya V. Prasad, and Raquel Vallines Mira. "Supporting Elementary Mathematics Teacher Candidates' Use of Divergent Formative Assessment." In Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms, edited by Christie Martin, Drew Polly, and Richard Lambert, 226-253. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0323-2.ch012

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Abstract

In this chapter, the authors consider the purposeful design of two mathematics content courses (Content 1 and Content II) and one methods course (Methods) as a means of helping teacher candidates (TCs) learn about divergent formative assessment (DFA), which seeks to explore what students understand rather than only if they understand a concept or skill. The authors leverage the research of groupworthy tasks and the Rights of the Learner to describe three tasks they use to help TCs learn mathematics through problem-solving and to learn to teach through problem-solving. The chapter outlines three commonalities across the courses: 1) Shifting from implicit to explicit and informal to formal practices of DFA that reflects teaching through problem-solving; 2) Using DFAs to transition TCs' identities from learners to teacher-learners; and 3) Supporting TCs' self-assessment through DFAs in multiple ways.

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