한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제27권2호
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  • Pages.175-193
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  • 2024
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  • 1226-6191(pISSN)
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  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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Investigating the reassessment opportunity for prospective teachers within their initial required content course

  • Amanda J. Meiners (Mathematics and Statistics, Northwest Missouri State University) ;
  • Angel Luis Figueroa-Rosado (Curriculum and Instruction, University of Alabama)
  • 투고 : 2024.01.10
  • 심사 : 2024.05.09
  • 발행 : 2024.06.30
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초록

In K-12 education, reassessment is a common practice, providing students with opportunities to enhance their understanding through low-stakes assignments. However, reassessment is underutilized in higher education, including during the challenges posed by the COVID-19 pandemic. Our study advocates for expanding the use of reassessment in university settings to promote holistic learning and focus on what shifts of change were made by students in an initial mathematics content course as they sought to gain licensure for teaching in a birth (daycare/pre-K setting) to eighth-grade classrooms. Our study took place during COVID-19 semesters and aimed to examine how using a reassessment approach early on in a gateway course for Prospective Teachers (PTs) affected the pass rate of the course. Results showed significant differences between the PTs who engaged with the test recovery and those who did not. We propose recovery opportunities like ours provide the necessary guidance to support early degree necessary classes that are typically gatekeeping and, as another, likely cause too few students within the courses because they were able to advance into the teacher pipeline and out into the field. Future studies may consider how the reassessment could be done more before the official summative assessment of a unit or chapter to continue the shifts in teaching practices and pedagogy that are constant within the K-12 education systems at the university level.

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참고문헌

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