Digital Reflective Portfolio use in the Training of Future Mathematics Teachers as a Contribute to Formative Assessment and Deepening Didactic Knowledge for Teaching Practices in Students’ Classrooms
Ana Henriques
Abstract
The digital reflective portfolio is a prominent resource in innovative teaching practices in education, for convenient report of the students skills and their achievements of the learning process to obtain them. As teachers are not familiar with use of portfolio in mathematics school context, is essential to use it in the training of mathematics prospective teachers (PTs). The formative assessment with portfolio aims to providing methodological support their work in the classroom. This paper present the results of a qualitative and interpretative study focus on training experience of mathematics PTs from the 3rd cycle of basic and secondary education, whose aims is to understand the contribution of using the digital reflective portfolio in mathematics PTs training for their formative assessment and the mathematical and didactic knowledge to possible use in future practices. This study contribute to identifying the potential of their portfolio used for necessary encouragement and learning to professional development in future teaching practices.