The role of teachers' person characteristics for assessing students' proof skills
Conference contribution (Article) › Research › Peer reviewed
Publication data
| By | Michael Nickl, Daniel Sommerhoff, Elias Codreanu, Stefan Ufer, Tina Seidel |
| Original language | English |
| Published in | Michal Ayalon, Boris Koichu, Roza Leikin, Laurie Rubel, Michal Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (vol. 3) |
| Pages | 411-418 |
| Editor (Publisher) | PME |
| ISBN | 978-965-93112-1-7 |
| DOI/Link | https://pme46.edu.haifa.ac.il/conference-schedule/conference-proceedings , https://www.igpme.org/publications/current-proceedings/ |
| Publication status | Published – 07.2023 |
Mathematical content knowledge, methodological knowledge, and problem-solving strategies are important prerequisites for constructing mathematical proofs. To optimally support students in proving, teachers need to assess their students’ proof skills. Teachers’ person characteristics, such as professional knowledge and motivation, are expected to influence their assessment quality, also regarding mathematical proof skills, which we empirically investigated with 150 future teachers. Results indicate that teachers’ professional knowledge supports the assessment of methodological knowledge. However, the assessment of problem-solving strategies was mostly independent of teachers’ characteristics and motivational characteristics only tentatively affected the assessment of mathematical content knowledge.
