The Effect of Assessment for Learning on Prospective Teachers' Learning of Algebra through a Professional Development Program
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Resumo
Three mathematics teacher educators who were assigned to teach fundamental concepts of algebra course in a teacher education college, as well as their prospective elementary mathematics teachers who took the course, took part in a job embedded, context-specific, and content-based comprehensive professional development (PD) program on assessment for learning (AfL). Three teacher educators and 129 prospective elementary mathematics teachers from three teacher education colleges took part in the study. The findings demonstrated that prospective elementary mathematics teachers in the intervention group significantly outperformed prospective teachers in both of the comparative groups in their post-test scores in algebra. Furthermore, it was found out that after the intervention, there was no statistically significant mean difference among achiever levels in the treatment group on post-test scores, despite a statistically significant mean difference among achiever levels in their pre-test scores. This research adds to our knowledge of the impact of comprehensive, job-embedded, context-specific, and content-based PD on prospective teachers' achievements in algebra in elementary school mathematics teacher education. Implications of implementing AfL as well as recommendations for further research are highlighted.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Electronic Journal of Mathematics Education
- Ano
- 2022
- Idioma
- en
- Palavras-chave
- Algebra; Mathematics Instruction; Teacher Education Programs; Preservice Teachers; Comparative Analysis; Intervention; Mathematics Teachers; Mathematical Concepts; Elementary School Teachers; Teacher Educators; Faculty Development; Educational Practices; Concept Formation; Instructional Effectiveness; Mathematics Achievement; Foreign Countries
- Temas
- Álgebra, Avaliação, Formação de Professores de Matemática
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ASFAW, Ayanaw Yigletu; WELDEYESUS, Kassa Michael; AYELE, Mulugeta Atnafu. The Effect of Assessment for Learning on Prospective Teachers' Learning of Algebra through a Professional Development Program. International Electronic Journal of Mathematics Education, 2022. Disponível em: https://eric.ed.gov/?id=EJ1366669. Acesso em: 5 nov. 2026.
APA
Asfaw, A. Y., Weldeyesus, K. M., & Ayele, M. A. (2022). The Effect of Assessment for Learning on Prospective Teachers' Learning of Algebra through a Professional Development Program. International Electronic Journal of Mathematics Education. https://eric.ed.gov/?id=EJ1366669
BibTeX
@article{asfaw2022,
author = {Asfaw, Ayanaw Yigletu and Weldeyesus, Kassa Michael and Ayele, Mulugeta Atnafu},
title = {The Effect of Assessment for Learning on Prospective Teachers' Learning of Algebra through a Professional Development Program},
year = {2022},
journal = {International Electronic Journal of Mathematics Education},
url = {https://eric.ed.gov/?id=EJ1366669},
language = {en}
}RIS
TY - JOUR AU - Asfaw, Ayanaw Yigletu AU - Weldeyesus, Kassa Michael AU - Ayele, Mulugeta Atnafu TI - The Effect of Assessment for Learning on Prospective Teachers' Learning of Algebra through a Professional Development Program PY - 2022 JO - International Electronic Journal of Mathematics Education UR - https://eric.ed.gov/?id=EJ1366669 LA - en ER -
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