Alternative Assessment in a Relational Constructivist Mathematics Methods Course: An Illustration of Mathematics Teacher Educator Practice
Keywords:
mathematics teacher education research, methods courses, alternative grading, relational constructivist teachingAbstract
For mathematics teacher educators to learn from others’ practice, avenues for sharing those practices are needed. In this Illustration of Practice article, an alternative assessment model implemented with prospective teachers in a relational constructivist secondary mathematics methods course is presented. The article provides one answer to the question of how mathematics teacher educators connect theory and research to their teaching practice. Background is provided to establish the context within which an alternative grading system was implemented and examples from one strand of learning in the course are provided to demonstrate the use of the alternative assessment system. The overall grading rubric and objectives that guide the course are described and cases recounting prospective teachers' experiences with this assessment system are included. This illustration of practice contributes one example of the connection between theoretical foundations and mathematics teacher educator practices. It will support other mathematics teacher educators to consider the ways in which theoretical perspectives inform teaching practices implemented in their courses.
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