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Using an Assessment for Learning Framework to Support Pre-service Teachers’ Mathematical Modelling Activities

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Advancing and Consolidating Mathematical Modelling

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Abstract

Assessment for learning is discussed within the broader framework of formative assessments. The aim of the study is to understand the contributions of assessment for learning in a pre-service secondary teacher mathematical modelling course at a university in South Africa. A matched pairs design was adopted to analyse assessment data collected during the course, and data collected at the end of the course. Descriptive and inferential data analysis detected no statistically significant increase in the mean score from the formative phase \((M=78.33, SD=8.86)\) and the scores obtained from the final assessment at the end of the course \((M=81.52, SD=10.97)\), \(t(62)=1.728\), \(p=.089\), \({\eta }^{2}=0.218\). The study contributes to research on various assessment approaches in pre-service mathematics education courses that include mathematical modelling and understanding their practical contributions to the learning gains at the end of the courses.

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Authors and Affiliations

  1. Wits School of Education Parktown, University of Witwatersrand, Johannesburg, South Africa

    George Ekol

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  1. George Ekol
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Correspondence to George Ekol .

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Editors and Affiliations

  1. Institute for Mathematics Education and Computer Science Education, University of MĂĽnster, MĂĽnster, Germany

    Gilbert Greefrath

  2. University of Algarve and UIDEF, Institute of Education, University of Lisbon, Faro, Portugal

    Susana Carreira

  3. Australian Catholic University, Ballarat, VIC, Australia

    Gloria Ann Stillman

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Ekol, G. (2023). Using an Assessment for Learning Framework to Support Pre-service Teachers’ Mathematical Modelling Activities. In: Greefrath, G., Carreira, S., Stillman, G.A. (eds) Advancing and Consolidating Mathematical Modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-031-27115-1_14

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  • DOI: https://doi.org/10.1007/978-3-031-27115-1_14

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