Assessing Mathematical Proficiency
Información General
- Autores: Alan H. Schoenfeld (coord.)
- Editores: Cambridge University Press
- Año de publicación: 2007
- Colecciones: Mathematical Sciences Research Institute publications, 53
- País: Estados Unidos
- Idioma: inglés
- ISBN: 978-0-521-87492-2, 978-0-521-69766-8
- Enlaces
Resumen
Testing matters! It can determine kids' and schools' futures. In a conference at the Mathematical Sciences Research Institute, mathematicians, math education researchers, teachers, test developers, and policymakers gathered to work through critical issues related to mathematics assessment. They examined:
Otros catálogos
- Dialnet Métricas: 4 Citas
- Citas a capítulos: 3 Citas
Listado de artículos
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Section 1: The Big Picture
Issues and Tensions in the Assessment of Mathematical Proficiency
Alan H. Schoenfeld
págs. 3-15
págs. 17-21
The No Child Left Behind Act: Political Context and National Goals
Susan Sclafani
págs. 23-27
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Section 2: Perspectives on Mathematical Proficiency
págs. 31-58
págs. 59-73
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Section 3: What Does Assessment Assess? Issues and Examples
Mathematical Proficiency: What Is Important? How Can It Be Measured?
Hugh Burkhardt
págs. 77-97
págs. 99-111
págs. 111-124
págs. 125-136
When Assessment Guides Instruction: Silicon Valley's Mathematics Assessment Collaborative
David Foster, Pendred Noyce, Sara Spiegel
págs. 137-154
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Section 4: The Case of Algebra
págs. 157-162
Making Meaning in Algebra: Examining Students' Understandings and Misconceptions
David Foster
págs. 163-176
págs. 177-191
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Section 5: What Do Assessments Assess? The Case of Fractions
págs. 195-211
págs. 213-267
Reflections on an Assessment Interview: what a Close Look at Student Understanding Can Reveal
Alan H. Schoenfeld
págs. 269-277
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Section 6: The Importance of Societal Context
págs. 283-309
Assessment to Improve Learning in Mathematics: the BEAR Assessment System
R. Mark Wilson, Claus Carstensen
págs. 311-332
English Learners and Mathematics Learning: language Issues to Consider
Lily Wong Fillmore
págs. 333-344
Beyond Words to Mathematical Content: assessing English Learners in the Mathematics Classroom
Judit N. Moschkovich
págs. 345-352
págs. 353-355
Perspectives on State Assessments in California: what You Release Is What Teachers Get
Elizabeth K. Stage
págs. 357-363
Epilogue: what Do We Need to Know? Items for a Research Agenda
págs. 365-367
págs. 369-379
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