ENHANCING PRESERVICE MATHEMATICS TEACHERS’ UNDERSTANDING AND DEVELOPMENT OF COGNITIVELY DEMANDING AND QUALITY MATHEMATICAL ASSESSMENT TASKS

Date

2023-4-07

Author

Kaplan Can, Gözde

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The study purpose was to examine and enhance senior preservice middle school mathematics teachers’ understanding and development of cognitively demanding and quality mathematical tasks that aim to assess students’ learning. The study also aimed to develop, test and revise a conjecture map and preservice teacher education sequence serving the first purpose. Data were collected from ten preservice middle school teachers in the scope of an elective course. Preservice teachers’ critiques of mathematical tasks, reflection papers, project reports, individual clinical interviews, video recordings of classroom discussions, and field notes were used as the data source of the investigation. Data were analyzed through thematic coding, and the constant comparative method was used to test the conjectures and systematically compare the data obtained from different sources. Findings revealed that reflective and communal learning environments and less/more authentic approximations of teachers practices promoted preservice teachers’ understanding of cognitively demanding and quality tasks and enhanced their skills in developing these kinds of tasks. This reflective and collaborative learning environment also gave rise to preservice teachers producing new concerns for determining the quality of tasks, such as tasks’ intended use or purpose, students’ grade levels, or solution strategies. In addition, the task development process revealed that more authentic approximations provided preservice teachers with more comprehensive feedback about the quality of the tasks. Having the opportunity to enact the tasks to the students, especially in a one-to-one setting, made the most significant contribution to the tasks’ quality.

Subject Keywords

Preservice Teacher Education,, Reflective and Communal Practices, Cognitively Demanding and Quality Tasks, Design-based Research, Conjecture Mapping Approach

URI

https://hdl.handle.net/11511/103064

Collections

Graduate School of Social Sciences, Thesis