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A collaborative development of quality mathematics assessment tasks to promote preservice teachers’ professional eye

Bragg, Leicha A. and Nicol, Cynthia 2015, A collaborative development of quality mathematics assessment tasks to promote preservice teachers’ professional eye, in EARCOME 7 2015: In Pursuit of Quality Mathematics Education for All : Proceedings of teh East Asia Mathematics Education 2015 Regional Conference, [The Conference], [Cebu City, Philippines], pp. 1-8.

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Title A collaborative development of quality mathematics assessment tasks to promote preservice teachers’ professional eye
Author(s) Bragg, Leicha A.
Nicol, Cynthia
Conference name East Asia Mathematics Education. Regional Conference (7th : 2015 : Cebu City, Philippines)
Conference location Cebu City, Philippines
Conference dates 11-15 May. 2015
Title of proceedings EARCOME 7 2015: In Pursuit of Quality Mathematics Education for All : Proceedings of teh East Asia Mathematics Education 2015 Regional Conference
Editor(s) Vistro-Yu, Catherine
Publication date 2015
Conference series East Asia Mathematics Education Regional Conference
Start page 1
End page 8
Total pages 8
Publisher [The Conference]
Place of publication [Cebu City, Philippines]
Keyword(s) mathematics
assessment
Community of Practice
Summary The Mathematics Teacher Education Collective (MTEC) — a self-study group based at the University of British Columbia, Canada — collaborates to enhance our pedagogical practice in mathematics teacher education through analysing, constructing, and reflecting on variations to assessment tasks. The theoretical framework underlying the establishment of the MTEC is based on Lave and Wenger’s (1991) view of learning through a Community of Practice (CoP). “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Wenger-Trayner, 2011, http://wenger-trayner.com/theory/). Three characteristics are viewed as crucial to the CoP: domain, community, and practice. The shared domain for MTEC is a commitment to gaining a deeper understanding of practice as mathematics teacher educators. In particular, as members we are interested in better understanding the role and development of tasks for learning to teach mathematics. As a community MTEC engages “in joint activities and discussions, [that] help each other, and share information” (Wenger-Trayner, 2011, http://wenger-trayner.com/theory/), with the goal to build relationships that provide members with opportunities to learn from one other. MTEC members are practitioners in the field. The success of the MTEC is based on the sharing, evaluation and critical reflection of assessment tasks and pedagogical approaches refined by the CoP.
ISSN 2467-4923
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2015, [The Conference]
Persistent URL http://hdl.handle.net/10536/DRO/DU:30084575

Document type: Conference Paper
Collection: School of Education
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