"Problem Posing", "Assessing Problem solving thought", and "Assessment Design:Helping Preservice Teachers Focus on Student Thinking"

             For this blog, I will be discussing three articles. The three articles are call "problem posing", "assessing problem solving thought" , and "assessment design: helping preservice teachers focus on student thinking". The first article I will be discussing is "problem posing". This article is all about how problem posing has not gotten the attention it deserves in recent years. However, according to the article, it is now starting to receive more attention. The author talks about how if they are wanting this to be part of mathematics classrooms, then there needs to be criteria about how we are going to assess this both with problem posing and of problem posing. The author then goes on to say how there are three criteria that should go into the assessing of this. They are quantity, originality, and complexity. Each of these are explained in full detail. The article concludes by saying that assessment is a very important part of math, and that as it becomes more widely used in the classroom teachers need to make sure they are looking at the ways they are assessing it.
           The second article I will be discussing is "assessing problem solving thought". This article deals with the fact that this author thinks that teachers should go through the assessment process first before they have their students do the problem. According to the author this is to help teachers understand and go through the problem themselves and see how their students might go about doing the problem. It also goes into detail on how to create a good rubric to use to assess your students. It also discusses the difficulties that might be associated with the assessment process. The big thing from this article is that we as teachers need to make sure that we are not letting our emotional attachments to the students get in our way from assessing what is actually on the page that the students have demonstrated.
               The third article that I will be discussing is "assessment design: helping preservice teachers focus on student thinking". This article is all about an assessment project that a woman  designed for preservice teachers so they can understand that math "should make sense to students." Each person involved in this project had to go through a specific process that involved picking out one of the CCSSM content standards to focus on. Their job was to focus on this standard and evaluate how the students were thinking about the content they were teaching. They then had questions that they were to be asking themselves as  they were evaluating their projects. They even had one woman give her testimony as to how her experience was while going through the process of this project.
               I personally thought all three of these of these articles were eye opening. They really made me think of how important assessment really is when planning any sort of lesson. I will certainly have to implement some of these projects and ideas into my own classroom especially the one that pertained to preservice teachers as I will be student teaching this fall. These will certainly help me be a better mathematics teacher throughout my teaching career!