Alberto Arnal-Bailera

Marking Mathematics Exams. A Tool for Secondary Teacher Education

The marking of exams is a usual tool in the teaching and learning processes in mathematics. Nevertheless, there is (at least in Spain) a lack of systematic education for prospective secondary teachers on this topic. In this study, we analyze how 58 prospective secondary school teachers mark answers to mathematics written exams. In particular, we observe differences between graduates in mathematics and graduates in engineering according to their marking practices. Furthermore, we design and implement a first cycle of Action Research involving a sequence of activities focused on different aspects of the marking process. This sequence of activities helps prospective teachers to realize that marking exams is a complex activity that requires reflection and specific education.