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Learning to Teach: Prospective Teachers' Evaluation of Students' Written Responses on a 1992 NAEP Graphing Task
Author(s) -
Timmerman Maria A.
Publication year - 2002
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2002.tb18218.x
Subject(s) - rubric , mathematics education , context (archaeology) , task (project management) , psychology , teaching method , pedagogy , engineering , paleontology , systems engineering , biology
This article describes how prospective elementary teachers examined, analyzed, and evaluated four students' written responses on a graphing task for an end‐of‐course performance assessment in a mathematics methods course. Also, they described teaching strategies that built on what students know and do not know, as shown in the fourth‐grade students' work. This course assessment provided evidence of the prospective teachers' pedagogical content knowledge. Two themes emerged in the context of this final course project: the importance of process and correct answers and the usefulness of creating rubrics.