Developing Teachers' Models for Assessing Students' Competence in Mathematical Modelling through Lesson Study

Autor/inn/en	Aydogan Yenmez, Arzu; Erbas, Ayhan Kursat; Cakiroglu, Erdinc; Alacaci, Cengiz; Cetinkaya, Bulent
Titel	Developing Teachers' Models for Assessing Students' Competence in Mathematical Modelling through Lesson Study
Quelle	In: International Journal of Mathematical Education in Science and Technology, 48 (2017) 6, S.895-912 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erbas, Ayhan Kursat) ORCID (Cakiroglu, Erdinc) ORCID (Alacaci, Cengiz) ORCID (Cetinkaya, Bulent)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2017.1298854
Schlagwörter	Mathematical Models; Problem Solving; Mathematics Teachers; Inservice Teacher Education; Faculty Development; Secondary School Mathematics; Secondary School Teachers; Foreign Countries; Preservice Teachers; Evaluation Criteria; Mathematics Instruction; Lesson Plans; Teaching Methods; Competence; Secondary School Students; Teacher Characteristics; Turkey + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Problemlösen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Ausland; Mathematics lessons; Mathematikunterricht; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenz; Sekundarschüler; Türkei
Abstract	Applications and modelling have gained a prominent role in mathematics education reform documents and curricula. Thus, there is a growing need for studies focusing on the effective use of mathematical modelling in classrooms. Assessment is an integral part of using modelling activities in classrooms, since it allows teachers to identify and manage problems that arise in various stages of the modelling process. However, teachers' difficulties in assessing student modelling work are a challenge to be considered when implementing modelling in the classroom. Thus, the purpose of this study was to investigate how teachers' knowledge on generating assessment criteria for assessing student competence in mathematical modelling evolved through a professional development programme, which is based on a lesson study approach and modelling perspective. The data was collected with four teachers from two public high schools over a five-month period. The professional development programme included a cyclical process, with each cycle consisting of an introductory meeting, the implementation of a model-eliciting activity with students, and a follow-up meeting. The results showed that the professional development programme contributed to teachers' knowledge for generating assessment criteria on the products, and the observable actions that affect the modelling cycle. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01