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This book aims at teaching student teachers how to assess mathematical understanding by employing interactive teaching methods to give student teachers experiential knowledge. It is believed that employing these teaching methods in their preparation, rather "telling" student teachers about them would be more useful and easier for them to practice in their future as mathematics educators. The reported research supports this belief and provides evidence of how these interactive teaching methods were found beneficial to student teachers. The book shows how pre-service teachers can be prepared in a manner that reflects reflective practice as it is crucial that teachers constantly examine the impact of their teaching on students. This is further achieved by the employment of action research methodology that teachers can adopt in their endeavours to learn about the effects of their teaching on students. The book also shows interesting ways of how assessment for learning can be learned by student teachers. Assessment for learning and assessment as learning are perceived to be key ingredients for better student performance at all levels of learning.
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