Developing an activity design model for assessing teachers' mathematical understanding

Abstract

This study indented to develop an activity design model to assess mathematical understanding. For this purpose, the Assessing mathematical understanding [AMU] Model was designed using the design experiment method. A fourteen-week study with pre-service mathematics teachers determined by convenience sampling and criterion sampling methods revealed the pre-service teachers' mathematical understanding skills and the phases of the AMU Model. The data were collected through the course activities designed independently by the pre-service mathematics teachers for assessing mathematical understanding and the activity assessment forms designed by the researchers and applied to the pre-service teachers. Data were analyzed using ongoing analysis and retrospective analysis. Results revealed that pre-service mathematics teachers' skills for assessing mathematical understanding improved with the AMU Model, which consists of interrelated phases such as self-assessment, peer -assessment, whole-class discussion, and sample video recordings. Some suggestions for further research were also made based on the results.