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. Attached Files Name Description MIMEType Size Downloads Title A collaborative development of quality mathematics assessment tasks to promote preservice teachers’ professional eye Author(s) Bragg, Leicha A. orcid.org/0000-0003-0579-4244 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 Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 01 Jul 2016, 10:13:56 EST Fri, 01 Jul 2016, 12:47:45 EST Fri, 01 Jul 2016, 13:03:26 EST Sat, 02 Jul 2016, 06:24:34 EST Thu, 28 Jul 2016, 10:42:38 EST Thu, 28 Jul 2016, 10:47:44 EST Wed, 03 Aug 2016, 14:19:40 EST Wed, 12 Oct 2016, 15:33:04 EST Wed, 01 Mar 2017, 08:10:30 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 80 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Fri, 01 Jul 2016, 10:13:56 EST

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