Competence of Future Teachers of Primary Education in the Design of Rubrics for the Assessment of Mathematical Problem Solving
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.36367/ntqr.7.2021.239-246 |
Resumo: | The assessment of mathematical problem solving is carried out on a regular basis in the Primary Education classroom. However, few works describe how teachers evaluate. Despite this, there is a wide range of tools that can be used to promote self-regulation of learning in general, such as checklists or evaluation rubrics. For this reason, in the present work we propose to explore the competence of future Primary Education teachers in the design of rubrics for the evaluation of mathematical problems. For this, a qualitative study was carried out of the 133 criteria and 531 levels that 32 students of the Degree of Primary Education of the University of Extremadura have created to evaluate the mathematical problems of children in the 5th year of Primary Education. The results suggest that about 80% of future Primary Education teachers consider that the rubric should consist of 4 or more criteria. It is also observed that they use an appropriate and understandable language for Primary students. However, further training of teachers in this regard is necessary to resolve some difficulties related to the proper operationalization of the levels and the drafting of them to prevent them from partially evaluating the criteria to which they refer, especially in relation to understanding the problem and analysing the solution. |
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Competence of Future Teachers of Primary Education in the Design of Rubrics for the Assessment of Mathematical Problem SolvingCompetencia del futuro profesorado de Educación Primaria en el diseño de rúbricas de evaluación de problemas matemáticosEvaluaciónRúbricaEscrituraEducación PrimáriaAssessmentRubricWritingPrimary EducationThe assessment of mathematical problem solving is carried out on a regular basis in the Primary Education classroom. However, few works describe how teachers evaluate. Despite this, there is a wide range of tools that can be used to promote self-regulation of learning in general, such as checklists or evaluation rubrics. For this reason, in the present work we propose to explore the competence of future Primary Education teachers in the design of rubrics for the evaluation of mathematical problems. For this, a qualitative study was carried out of the 133 criteria and 531 levels that 32 students of the Degree of Primary Education of the University of Extremadura have created to evaluate the mathematical problems of children in the 5th year of Primary Education. The results suggest that about 80% of future Primary Education teachers consider that the rubric should consist of 4 or more criteria. It is also observed that they use an appropriate and understandable language for Primary students. However, further training of teachers in this regard is necessary to resolve some difficulties related to the proper operationalization of the levels and the drafting of them to prevent them from partially evaluating the criteria to which they refer, especially in relation to understanding the problem and analysing the solution.La evaluación de la resolución de problemas matemáticos se lleva a cabo de manera habitual en el aula de Educación Primaria. Sin embargo, son pocos los trabajos que describen cómo los docentes evalúan. A pesar de ello, existe una amplia nómina de herramientas que puede utilizarse para favorecer la autorregulación del aprendizaje en general, tales como listas de control o rúbricas de evaluación. Por ello, en el presente trabajo nos proponemos explorar la competencia del futuro profesorado de Educación Primaria en el diseño de rúbricas de evaluación de problemas matemáticos. Para ello, se llevó a cabo un estudio cualitativo de los 133 criterios y 531 niveles que 32 estudiantes del Grado de Educación Primaria de la Universidad de Extremadura han creado para evaluar los problemas matemáticos de niños de 5º curso de Educación Primaria. Los resultados sugieren que cerca de un 80% de los futuros docentes de Educación Primaria considera que la rúbrica debe constar de 4 criterios o más. También se observa que utilizan un lenguaje adecuado y comprensible para el alumnado de Primaria. No obstante, se hace necesaria una mayor formación del profesorado en este sentido para resolver algunas dificultades relacionadas con la adecuada operativización de los niveles y la redacción de los mismos para evitar que evalúen parcialmente los criterios a los que se refieren, especialmente en lo referente a la comprensión del problema y al análisis de la solución.Ludomedia2021-07-06info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.36367/ntqr.7.2021.239-246https://doi.org/10.36367/ntqr.7.2021.239-246New Trends in Qualitative Research; Vol. 7 (2021): Qualitative Research in Education: Advances and Challenges; 239-246New Trends in Qualitative Research; Vol. 7 (2021): Investigación Cualitativa en Educación: avances y desafíos; 239-246New Trends in Qualitative Research; Vol. 7 (2021): Investigação Qualitativa em Educação: avanços e desafios; 239-2462184-777010.36367/ntqr.7.2021reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPspahttps://publi.ludomedia.org/index.php/ntqr/article/view/324https://publi.ludomedia.org/index.php/ntqr/article/view/324/327Maria Jesús Fernández Sánchezinfo:eu-repo/semantics/openAccess2023-08-13T09:12:54ZPortal AgregadorONG |
dc.title.none.fl_str_mv |
Competence of Future Teachers of Primary Education in the Design of Rubrics for the Assessment of Mathematical Problem Solving Competencia del futuro profesorado de Educación Primaria en el diseño de rúbricas de evaluación de problemas matemáticos |
title |
Competence of Future Teachers of Primary Education in the Design of Rubrics for the Assessment of Mathematical Problem Solving |
spellingShingle |
Competence of Future Teachers of Primary Education in the Design of Rubrics for the Assessment of Mathematical Problem Solving Maria Jesús Fernández Sánchez Evaluación Rúbrica Escritura Educación Primária Assessment Rubric Writing Primary Education |
title_short |
Competence of Future Teachers of Primary Education in the Design of Rubrics for the Assessment of Mathematical Problem Solving |
title_full |
Competence of Future Teachers of Primary Education in the Design of Rubrics for the Assessment of Mathematical Problem Solving |
title_fullStr |
Competence of Future Teachers of Primary Education in the Design of Rubrics for the Assessment of Mathematical Problem Solving |
title_full_unstemmed |
Competence of Future Teachers of Primary Education in the Design of Rubrics for the Assessment of Mathematical Problem Solving |
title_sort |
Competence of Future Teachers of Primary Education in the Design of Rubrics for the Assessment of Mathematical Problem Solving |
author |
Maria Jesús Fernández Sánchez |
author_facet |
Maria Jesús Fernández Sánchez |
author_role |
author |
dc.contributor.author.fl_str_mv |
Maria Jesús Fernández Sánchez |
dc.subject.por.fl_str_mv |
Evaluación Rúbrica Escritura Educación Primária Assessment Rubric Writing Primary Education |
topic |
Evaluación Rúbrica Escritura Educación Primária Assessment Rubric Writing Primary Education |
description |
The assessment of mathematical problem solving is carried out on a regular basis in the Primary Education classroom. However, few works describe how teachers evaluate. Despite this, there is a wide range of tools that can be used to promote self-regulation of learning in general, such as checklists or evaluation rubrics. For this reason, in the present work we propose to explore the competence of future Primary Education teachers in the design of rubrics for the evaluation of mathematical problems. For this, a qualitative study was carried out of the 133 criteria and 531 levels that 32 students of the Degree of Primary Education of the University of Extremadura have created to evaluate the mathematical problems of children in the 5th year of Primary Education. The results suggest that about 80% of future Primary Education teachers consider that the rubric should consist of 4 or more criteria. It is also observed that they use an appropriate and understandable language for Primary students. However, further training of teachers in this regard is necessary to resolve some difficulties related to the proper operationalization of the levels and the drafting of them to prevent them from partially evaluating the criteria to which they refer, especially in relation to understanding the problem and analysing the solution. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-06 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.36367/ntqr.7.2021.239-246 https://doi.org/10.36367/ntqr.7.2021.239-246 |
url |
https://doi.org/10.36367/ntqr.7.2021.239-246 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://publi.ludomedia.org/index.php/ntqr/article/view/324 https://publi.ludomedia.org/index.php/ntqr/article/view/324/327 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Ludomedia |
publisher.none.fl_str_mv |
Ludomedia |
dc.source.none.fl_str_mv |
New Trends in Qualitative Research; Vol. 7 (2021): Qualitative Research in Education: Advances and Challenges; 239-246 New Trends in Qualitative Research; Vol. 7 (2021): Investigación Cualitativa en Educación: avances y desafíos; 239-246 New Trends in Qualitative Research; Vol. 7 (2021): Investigação Qualitativa em Educação: avanços e desafios; 239-246 2184-7770 10.36367/ntqr.7.2021 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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