Fractions and Creative Thinking Through Play in Initial Teacher Education

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: Enhancing Teacher Preparation: Validating Inquiry-Based Practices, Critical Assessment, and Evolving Perceptions in Education (Table 8)

Abstract

This study was conducted to analyze the composition of an assessment instrument in higher education and to determine the intention of promoting mathematical and creative thinking in the context of teaching and learning fractions.
A quantitative analysis was conducted of the representativeness of the criteria that make up a rubric composed of 17 criteria that evaluated an authentic task of creating a game for teaching fractions.
The results show a low presence of criteria that contribute to the development of mathematical and creative thinking, so aspects are proposed to be considered in a future assessment instrument of these characteristics in the context of initial teacher education.

Authors

• Constanza Verónica Ledermann, Pontificia Universidad Catolica de Chile

• Daniela Fernanda Rivera González, Universidad de Chile