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Classroom Instruction which Fosters Mathematical Thinking and Problem Solving
  • Language: en
  • Pages: 23
Reform in School Mathematics and Authentic Assessment
  • Language: en
  • Pages: 291

Reform in School Mathematics and Authentic Assessment

  • Type: Book
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  • Published: 1995
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  • Publisher: SUNY Press

Today new ways of thinking about learning call for new ways for monitoring learning. Reform in School Mathematics builds from the vision that assessment can become the bridge for instructional activity, accountability, and teacher development. It places teachers in key roles while developing the theme that we cannot reform the way in which school mathematics is taught without radically reforming the ways the effects of that teaching are monitored. Among others, this volume addresses the issues of the specification of performance standards, the development of authentic tasks, the measure of status and growth or a combination, the development of psychometric models, and the development of scoring rubrics. The new models proposed in this book give teachers a wealth of nontraditional assessment strategies and concrete ways to obtain measures of both group and individual differences in growth.

Conversations with Educational Leaders
  • Language: en
  • Pages: 254

Conversations with Educational Leaders

  • Type: Book
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  • Published: 1997
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  • Publisher: SUNY Press

Educational leaders speak out in their own words--stimulating, accessible, provocative--on contemporary and controversial topics that range from differing attitudes on diversity to the debate over character education to arguments about education reform.

Mathematics Assessment and Evaluation
  • Language: en
  • Pages: 369

Mathematics Assessment and Evaluation

  • Type: Book
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  • Published: 1992-07
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  • Publisher: SUNY Press

This books contains papers written on issues related to externally mandated mathematics tests and their influence on school mathematics. Chapter 1 presents an overview of the book, including brief abstracts of each chapter. Chapter 2 presents a summary of the overall problems associated with the need for valid information. Remaining chapters include: (3) Implications of the National Council of Teachers of Mathematics (NCTM) Standards for Mathematics Assessment (Norman Webb & Thomas A. Romberg); (4) Curriculum and Test Alignment (Thomas A. Romberg, and others); (5) State Assessment Test Development Procedures (James Braswell); (6) Test Development Profile of a State-Mandated Large-Scale Asses...

Toward a New Science of Educational Testing and Assessment
  • Language: en
  • Pages: 235

Toward a New Science of Educational Testing and Assessment

  • Type: Book
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  • Published: 1992
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  • Publisher: SUNY Press

The authors of this book question the assumptions of the psychometric paradigm that underlie virtually all criterion-referenced and standardized tests used in North American schools. They make a compelling case for a new science of educational testing and assessment, one that shifts decision making from central administration to individual schools and communities. Harold Berlak argues that the concept of tests as scientific instruments validated by technical experts is anachronistic and self-contradictory. He makes a case for a contextual paradigm, an approach which assumes that consensus on educational goals and national testing programs is neither possible nor desireable. Assessment practices in a democratic society must acknowledge and affirm differences in values, beliefs, and material interests among individuals and groups over the purposes and practices of schooling.

Rational Numbers
  • Language: en
  • Pages: 396

Rational Numbers

  • Type: Book
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  • Published: 2012-10-12
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  • Publisher: Routledge

Until recently there had been relatively little integration of programs of research on teaching, learning, curriculum, and assessment. However, in the last few years it has become increasingly apparent that a more unified program of research is needed to acquire an understanding of teaching and learning in schools that will inform curriculum development and assessment. The chapters in this volume represent a first step toward an integration of research paradigms in one clearly specified mathematical domain. Integrating a number of different research perspectives is a complex task, and ways must be found to reduce the complexity without sacrificing the integration. The research discussed in t...

Integrating Research on the Graphical Representation of Functions
  • Language: en
  • Pages: 376

Integrating Research on the Graphical Representation of Functions

  • Type: Book
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  • Published: 2012-10-12
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  • Publisher: Routledge

This volume focuses on the important mathematical idea of functions that, with the technology of computers and calculators, can be dynamically represented in ways that have not been possible previously. The book's editors contend that as result of recent technological developments combined with the integrated knowledge available from research on teaching, instruction, students' thinking, and assessment, curriculum developers, researchers, and teacher educators are faced with an unprecedented opportunity for making dramatic changes. The book presents content considerations that occur when the mathematics of graphs and functions relate to curriculum. It also examines content in a carefully considered integration of research that conveys where the field stands and where it might go. Drawing heavily on their own work, the chapter authors reconceptualize research in their specific areas so that this knowledge is integrated with the others' strands. This model for synthesizing research can serve as a paradigm for how research in mathematics education can -- and probably should -- proceed.

Standards-based Mathematics Assessment in Middle School
  • Language: en
  • Pages: 258

Standards-based Mathematics Assessment in Middle School

This volume takes an in-depth look at the problems and practices involved in conducting formative assessments in middle school mathematics classrooms. In these chapters, researchers and teachers identify the challenges teachers faced as they attempted to implement new assessment procedures, moving from more traditional methods to an emphasis in the quality of student work. This authoritative book: Documents the shift from traditional ways of judging student performance (tests to measure what students know) to reform notions of mathematical literacy (documenting students' growth in understanding specific content domains); Discusses four key steps in the change process that helped teachers to accomplish the necessary shift in assessment practices. Includes two chapters written by teachers that describe their personal experiences with implementing these new practices in the classroom and outlines a professional development program that evolved as a consequence of the work done by the teachers and students discussed in this book.

Mathematics Classrooms That Promote Understanding
  • Language: en
  • Pages: 216

Mathematics Classrooms That Promote Understanding

  • Type: Book
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  • Published: 1999-04-01
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  • Publisher: Routledge

Mathematics Classrooms That Promote Understanding synthesizes the implications of research done by the National Center for Research in Mathematical Sciences on integrating two somewhat diverse bodies of scholarly inquiry: the study of teaching and the study of learning mathematics. This research was organized around content domains and/or continuing issues of education, such as equity and assessment of learning, and was guided by two common goals--defining the mathematics content of the K-12 curriculum in light of the changing mathematical needs of citizens for the 21st century, and identifying common components of classrooms that enable students to learn the redefined mathematics with under...