A Tool for Authentic Assessment? Preservice Teachers’ Initial Learning to Teach Mathematical Modelling in a School Setting

This chapter contributes an adaption of the (Gulikers et al., Educ Technol Res Dev 52: 67–86, 2004) five-dimensional authentic assessment framework (5DF) based on a case study of preservice teachers’ initial learning to teach mathematical modelling in a seventh-grade school setting. The three episodes analysed chart the appearance of mathematical modelling teacher competences among the preservice teachers. The analyses reveal that some competences might appear intuitively, and those can` be characterised as context-interwoven. This study leads to the conclusion the 5DF is not adequate to indicate context-interwoven competences, which might be missed in the learning process. More research should be conducted on how mathematics teacher educators consider their role in taking advantage of school practice to expand situated learning.