Disrupting the expectation of grades in mathematics teacher education

Document Type

Article

Publication Date

1-1-2025

Publication Title

International Journal of Mathematical Education in Science and Technology

Abstract

Extensive research about the effects of grades has shown that replacing traditional grading with alternative approaches to assessment leads to a more substantial emphasis on meaningful student learning and growth. Such research shows that the quality of student work improves and the shift towards ownership of learning on the part of the student is enhanced. This paper will present a case-study research analysis of the benefits that running a mathematics content course for pre-service teachers (PSTs) with an ungrading approach to assessment has on PSTs' mathematical learning and knowledge for teaching. This paper aims to contribute to mathematics education research about the opportunities afforded to inform PSTs’ future practice due to implementing such alternative approaches to assessment in teacher education courses. This work will also provide a model for other teacher educators that wish to implement ungrading for PSTs.

DOI

10.1080/0020739X.2025.2551825

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