Teaching, Learning, and Assessment Together: Reflective Assessments for Middle and High School Mathematics and Science

Arthur K. Ellis e David Denton

Routledge | 2010 | 160 páginas | rar - pdf | 982 kb

link (password: matav)

This book offers easy-to-use classroom strategies for middle and high school Mathematics and Science classrooms. They demonstrate how teaching, learning, and assessment are inseparable and seamless. Each strategy will engage your students in activity and reflection, consuming little class time, costing nothing, and uniting the three dimensions of education through reflective practice.

The chapters begin with a reflective teaching strategy, followed by classroom examples. Guiding icons will help you coordinate and implement each strategy. Chapters conclude with a set of learning community discussion questions to guide personal growth as well as faculty discussions

Assessment in middle and high school mathematics: a teacher's guide

Daniel Brahier

Routledge | 2001 | 138 páginas | rar - pdf | 6,31 Mb

link (password: matav)

It describes each strategy and clarifies its advantages and drawbacks. Also included is a large sample of classroom-tested examples along with sample student responses. These examples can be used "as is" - or you can customize them for your own class. This book will help prepare your students for standardized tests that include items requiring evidence of conceptual understanding. The strategies reflect the assessment Standards benchmarks established by the NCTM. In addition, an entire chapter is devoted to help teachers use these assessments to arrive at their students' grades.

Contents
1 WHY CHANGE ASSESSMENT PRACTICES? 1
EXAMPLES OF STUDENT ASSESSMENTS 3
SQUARE ROOT OF A NUMBER 3
SOLVING PROPORTIONS 4
COMPUTATION AND NUMBER SENSE 5
STANDARDIZED TESTING 7
THE ASSESSMENT STANDARDS 8
THE IDEAL LINE OF INFERENCE 11
2 ALTERNATIVES FOR ASSESSMENT 17
OPEN-ENDED QUESTIONS AND RUBRICS 18
ADVANTAGES TO USING OPEN-ENDED QUESTIONS AND RUBRICS 22
POSSIBLE DRAWBACKS TO USING OPEN-ENDED QUESTIONS AND RUBRICS 22
JOURNALS 23
ADVANTAGES TO USING JOURNALS . 24
POSSIBLE DRAWBACKS TO USING JOURNALS 25
PROJECTS/PRESENTATIONS 26
ADVANTAGES TO USING PROJECTS/PRESENTATIONS 27
POSSIBLE DRAWBACKS TO USING PROJECTS/PRESENTATIONS . 27
OBSERVATIONS 28
ADVANTAGES TO USING OBSERVATIONS 28
POSSIBLE DRAWBACKS TO USING OBSERVATIONS 29
CONCLUSION 29
3 SAMPLE ASSESSMENTS 33
SAMPLE OPEN-ENDED QUESTIONS AND RUBRICS 33
NUMBER AND OPERATIONS 41
ALGEBRA 42
GEOMETRY 43
MEASUREMENT 43
DATA ANALYSIS AND PROBABILITY 44
SAMPLE JOURNAL PROMPTS 46
SAMPLE PROJECTS AND PRESENTATIONS 54
FUNCTIONS LEARNING STATIONS PROJECT - PATTERNS, ALGEBRA 54
REAL-LIFE FUNCTIONS PROJECT - FUNCTIONS, ALGEBRA 57
GRAPHING PROJECT - GRAPHS, FUNCTIONS, ALGEBRA, GEOMETRY /TRANSLATIONS 59
ANALYTIC GEOMETRY PROJECT - COORDINATE GEOMETRY (PYTHAGOREAN THEOREM, SLOPE, DISTANCE, MIDPOINT) 64
FRACTAL PROJECT - GEOMETRY, ALGEBRAIC EXPRESSIONS, ITERATION 67
GRAPHING CALCULATOR PROGRAMING PROJECT - WRITING ALGORITHMS, LOGICAL THINKING AND REASONING, USING A GRAPHING CALCULATOR . 69
SAMPLE OBSERVATION TIPS AND CHECKLISTS 73
CONCLUSION 79
4 DETERMINING FINAL GRADES . 81
WHY Do WE ASSESS STUDENT PROGRESS? . 81
ASSESSMENT AND FINAL GRADES . 84
TEST SCORES AND QUIZ SCORES 85
HOMEWORK SCORES 86
JOURNAL RUBRIC SCORES . 88
PROJECT GRADES 89
OPEN-ENDED QUESTION RUBRIC SCORES . 89
THE FINAL GRADE 92
ASSESSMENTS FOR OTHER PURPOSES 93
5 TAKING THE FIRST STEP . 99
THE ASSESSMENT PLAN 99
RATIONALE 100
GENERAL FRAMEWORK 101
SPECIFICS (TASKS, RUBRICS) . 103
THE NCTM ASSESSMENT STANDARDS AS BENCHMARKS 104
THE MATHEMATICS STANDARD 104
THE LEARNING STANDARD 105
THE EQUITY STANDARD . 105
THE OPENNESS STANDARD 105
THE INFERENCES STANDARD 105
THE COHERENCE STANDARD 106
ASSESSING YOUR ASSESSMENT PLAN .. 107
ApPENDIX 113
BOOKS 113
INTERNET RESOURCES 115
JOURNAL ARTICLES 117
VIDEO MATERIALS 120

Outros livros de Daniel Brahier:

Teaching secondary and middle school Mathemathics por Daniel Brahier Idioma: Inglês   Editora: Boston, Mass : Pearson Education, ©2012.

Today's mathematics : concepts, methods, and classroom activities por James W Heddens; William R Speer; Daniel J Brahier   Idioma: Inglês   Editora: Hoboken, NJ : Wiley, ©2009

Uncovering Student Thinking About Mathematics in the Common Core, Grades 6-8: 25 Formative Assessment Probes

Cheryl Rose Tobey e Carolyn B. Arline

Corwin | 2013 | 232 páginas | rar - epub | 3,77 Mb

link (password : matav)

Here’s the middle-grades math resource you’ve been waiting for! Bestselling authors Cheryl Tobey and Carolyn Arline are back with 20 entirely new assessment probes that pinpoint subconcepts within the new Common Core Standards for Mathematics to promote deep learning and expert math instruction. Learn to ask the right questions to uncover common student misconceptions. Get practical instructional ideas that build new and accurate skills--while learning is already underway. It’s all here in this detailed and grade-level specific guide.

• Organized by strand, the probes will enable you to:
• Quickly and objectively evaluate common misconceptions around fractions and decimals, linear equations, ratios and percents, statistics, and more
• Systematically address conceptual misunderstandings and procedural mistakes--before they become long-term problems
• Help students better understand areas of difficulty
• Plan targeted instruction that builds on students’ current understandings while addressing areas of struggle
• Master the essential CCSM mathematical processes and proficiencies for Grades 6-8.

You’ll find sample student responses, extensive Teacher Notes, and research-based tips and resources. Eliminate the guesswork and join thousands of busy middle-grades teachers who’ve used these easy-to-implement tools to foster solid math proficiency!

Contents
Chapter 1: Mathematics Assessment Probes
Questioning Student Understanding: Determine the Key Mathematical Concepts You Want Students to Learn
Uncovering Student Understanding: Use a Probe to Uncover Understandings and Areas of Difficulties
What Is the Structure of a Probe?
QUEST Cycle: Structure of the Supporting Teacher Notes
Beginning to Use the Probes
How to Navigate the Book
Final Chapter 1 Thoughts
Chapter 2: Number System Probes
Estimating Quotients
Division of Fractions
Number Lines
Rational Number Multiplication Estimates
Is It Positive?
Number Card Sort
Chapter 3: Ratio and Proportional Relationship Probes
Best Estimates: Finding Percents
Comparing Measures
Best Estimates: Solving Proportions
Proportional Reasoning Sort
Chapter 4. Expressions and Equations and Functions Probes

Value of the Inequality
Writing Equations
Is It Equivalent?
Linear Equations
Is It a Linear Function?
Chapter 5: Statistics and Probability Probes
Measures of Center and Spread
What’s the Chance?
Scatterplots
Chapter 6: Geometry Probes
Perimeter and Area
Properties of Angles
Finding Volume
Scale
Right Triangles
Heights of Solids
Parallelograms
Chapter 7: Additional Considerations
Establishing Learning Targets
Individual Metacognition and Reflection (The 4Cs)
Giving Student Interviews
Addressing Individual Needs
Promoting Math Talk
Supporting the Mathematical Practices
Sharing Experiences and Promoting Professional Collaboration

Summary

A Collection Of Performance Tasks and Rubrics: Upper Elementary School Mathematics

Charlotte Danielson

Eye On Education | 1997 | 224 páginas | rar - pdf | 7,7 Mb

link (password: matav)

This book provides a collection of performance tasks and scoring rubrics for a number of important topics in upper elementary school mathematics. Included are many samples of student work which clarify the tasks and anchor the points of the scoring rubrics.

Contents
Why performance assessment?
Making an evaluation plan
Evaluating complex performance
Creating a performance task
Creating a rubric
Adapting existing performance tasks and rubrics
Upper elementary school mathematics performance tasks.

Outro livro da mesma coleção:

A collection of performance tasks and rubrics : primary school mathematics por Charlotte Danielson; Pia Hansen Powell Idioma: Inglês   Editora: Larchnmont, NY : Eye On Education, ©1999.

Using formative assessment to differentiate mathematics instruction, grades 4-10 : seven practices to maximize learning

Leslie Laud; National Council of Teachers of Mathematics

Corwin | 2011 | 168 páginas | rar - epub | 2 Mb

link (password: matav)

Staff development expert Leslie Laud provides seven research-based practices that show teachers how to implement formative assessment, create tiered instruction, and manage a multitasking classroom.

Contents

Preface

Acknowledgments

About the Author

1.  Getting Started and Establishing Norms

Getting Started

Establishing Class Norms

2.  Formative Assessment

What is Formative Assessment?

Where Am I? Involving Students in Self-Assessment

Where Am I Going? Conveying Criteria or Learning Targets

How Will I Get There? Providing Feedback

Impact of Assessment on Confidence and Motivation

3.  Tiered Instruction

What Is a Tiered Lesson?

Differentiating by Student Characteristics

Tiering by Instructional Characteristics

Tiering Existing Textbook Lessons

Creating a Differentiated Lesson

4.  Supporting Students Who Are Low Achieving

Differentiating Instruction in Basic Facts

Differentiating for Conceptual Understanding

Differentiating Procedural Support

5.  Challenging Students Who Are High Achieving

Exemptions Based on Prior Knowledge or Pace of Learning

Opportunities for Higher Order Math

Strategies to Avoid

Importance of Challenge

6.  Time-Saving Management Strategies

Planning Lessons and Units

Managing Students Working on Different Tasks

Assigning Homework

Grading

Wrap Up

Suggested Resources

References

Index

A Collection of Performance Tasks and Rubrics (Primary School Mathematics)

Charlotte Danielson e Pia Hansen

Routledge | 1997 | páginas | rar - pdf | 5 Mb

link (password : matav)

This book provides a collection of performance tasks and scoring rubrics for a number of important topics in primary school school mathematics. Included are many samples of student work which clarify the tasks and anchor the points of the scoring rubrics.

Contents1. Introduction 

2. Why Performance Assessment? 
3. Making An Evaluation Plan 
4. Evaluating Complex Performance 
5. Creating A Performance Task 
6. Creating A Rubric 
7. Adapting Existing Performance Tasks And Rubrics 
8. Mathematics Performance Tasks

A Practical Approach to Using Learning Styles in Math Instruction

Ruby Bostick Midkiff e Rebecca Davis Thomasson 

Charles C Thomas Pub Ltd | 1996 | 132 páginas | rar - pdf | 1,5 Mb

link (password: matav)

CONTENTS
Page
Chapter One INTRODUCTION ....... 3
Chapter Two IMPROVING MATHEMATICS INSTRUCTION ...... 5
Need for Improvement in Math Instruction ..... 5
Why Use Learning Styles? ......... 9
Conclusion ................. 11
Chapter Three LEARNING STYLES IN MATHEMATICS ........... 13
How Can I Implement Learning Styles? ........... 13
Learning Style Models ............ 14
Environmental Stimuli ............. 14
Emotional Stimuli ............ 17
Sociological Stimuli. . .. . . . .. 22
Physical Stimuli .............. 24
Psychological Stimuli. . . . . .. . . . 29
Underachieving Students and Learning Styles .......... 33
Conclusion ............ 34
Chapter Four USE OF MANIPULATIVES FOR INCREASED COMPREHENSION ...... 36
Need for Concrete Experiences. . . .. 36
Manipulatives and Uses ........ 40
Effective Use of Manipulatives ............. 41
Accommodating Learning Style Needs While Using Manipulatives ............ 52
Conclusion ............. 54
Chapter Five DIMINISHING GENDER DIFFERENCES IN MATHEMATICS ACHIEVEMENT .... 55
Physiological Differences. . . .. 56
Societal Expectations ..... 56
Effects of Toys and Games in Achievement of Mathematical Skills ......... 57
Spatial Perception Skills ...... 57
Curriculum and Spatial Reasoning. .  ... 58
Spatial Reasoning Skills. . . .  . . . 60
Accommodating Learning Style Needs While Using Spatial Reasoning Activities. . 73
Conclusion. . .... 74
Chapter Six MATCHING ACTIVITIES AND LEARNING STYLES ....... 75
Auditory, Small, or Large Group Activities ......... 75
Tactual, Visual, Individual, or Small Group Activities ............ 79
Tactual, Visual Activities. . . . . . . . . . .. 82
Kinesthetic, Visual, Mobility, Individual,
or Small Group Activities ...... 86
Small Group Activities ............... 87
Visual, Auditory, Mobility, Whole Group Activities ..... 90
Conclusion .......... 91
Chapter Seven PORTFOLIO ASSESSMENT IN MATHEMATICS..... 92
Need for Change in Assessment.......... 92
An Overview of Portfolio Assessment.. . . . . . . . . .. 93
Portfolio Contents ...... 96
Accommodating Learning Styles Through Portfolios ..... 104
Portfolio Organization ...... 105
Evaluation of Portfolios ..... 105
Parental Involvement. . . . . . . .. 107
Advantages of Portfolio Assessment ........... 107
Conclusion ....... 108
Chapter Eight CONCLUDING REMARKS ............ 110
References . ...... 113
Index . .. 119

Computer Aided Assessment of Mathematics

Chris Sangwin

Oxford University Press | 2013 | páginas | rar - pdf | 1,5 Mb

link (password: matav)

Assessment is a key driver in mathematics education. This book examines computer aided assessment (CAA) of mathematics in which computer algebra systems (CAS) are used to establish the mathematical properties of expressions provided by students in response to questions. In order to automate such assessment, the relevant criteria must be encoded and, in articulating precisely the desired criteria, the teacher needs to think very carefully about the goals of the task. Hence CAA acts as a vehicle to examine assessment and mathematics education in detail and from a fresh perspective. 
One example is how it is natural for busy teachers to set only those questions that can be marked by hand in a straightforward way, even though the constraints of paper-based formats restrict what they do and why. There are other kinds of questions, such as those with non-unique correct answers, or where assessing the properties requires the marker themselves to undertake a significant computation. It is simply not sensible for a person to set these to large groups of students when marking by hand. However, such questions have their place and value in provoking thought and learning. 
This book, aimed at teachers in both schools and universities, explores how, in certain cases, different question types can be automatically assessed. Case studies of existing systems have been included to illustrate this in a concrete and practical way.

Contents
1. Introduction
2. An Assessment Vignette
3. Learning and Assessing Mathematics
4. Mathematical Question Spaces
5. Notation and Syntax
6. Computer Algebra Systems for CAA
7. The STACK CAA System
8. Software Case Studies
9. The Future

Assessing Children's Mathematical Knowledge: Social Class, Sex and Problem-Solving

Barry Cooper e Máiréad Dunne

Open University Press | 2000 | 233 páginas | pdf | 2,4 Mb

link direto
link
link1

'this work is highly relevant to the proliferation of accountability measures worldwide' James Scheurich and Douglas Foley In many countries, the lives of teachers and children are increasingly dominated by programmes of national testing of mathematics and other subjects. In England, the majority of the items in such tests have set mathematical tasks in every day situations such as 'shopping'. This requires children to make decisions about whether to use or not their own every day knowledge and experience in their problem-solving. Some children are likely to have a better 'feel for this game' than others. Assessing Children's Mathematical Knowledge draws on the analysis of national curriculum test data from more than 600 children of 10-11 and 13-14 years of age, as well as in-depth interviews with 250 of these as they attempt to solve test problems, in order to explore the nature of the difficulties children experience with 'realistic' items. The book shows, by comparing test and interview data, that many children, as a consequence of their confusion over the requirements of 'realistic' test items, fail in tests to demonstrate mathematical knowledge and understanding that they actually possess. The book also explores whether this problem of invalid measurement is equally spread across children from different social backgrounds, and across the sexes. The book will be of interest to academics and teachers studying for advanced degrees in mathematics education, sociology of education and educational assessment.

Cases of Assessment in Mathematics Education: An ICMI Study

Mogens Niss

Springer | 1993 ; edição de 2013 | 215 páginas | pdf | 5,9 Mb

link

This book is one of the first to present a variety of carefully selected cases to describe and analyze in depth and considerable detail assessment in mathematics education in various interesting places in the world. The book is based on work presented at an invited international ICMI seminar and includes contributions from first rate scholars from Europe, North America, the Caribbean, Asia and Oceania, and the Middle East.
The cases presented range from thorough reviews of the state of assessment in mathematics education in selected countries, each possessing `archetypical' characteristics of assessment, to innovative or experimental small or large scale assessment initiatives. All the cases presented have been implemented in actual practice.
The book will be particularly stimulating reading for mathematics educators -- at all levels -- who are concerned with the innovation of assessment modes in mathematics education, as well as everybody working in the field of mathematics education: in research and development, in curriculum planning, assessment institutions and agencies, mathematics specialists in ministries, teacher trainers, textbook authors, frontline teachers.

TABLE OF CONTENTS
MOGENS NISS
Introduction 1
LUIS RICO
Mathematics Assessment in the Spanish Educational System 9
DESMOND R. BROOMES & JAMES A. HALLIDAY
Major Issues in Assessing Mathematics Performance at 16+ Level: A Caribbean Perspective 21
MURAD JURDAK
Assessment in Mathematics Education in the Arab Countries 35
JOHN A. DOSSEY & JANE O. SWAFFORD
Issues in Mathematics Assessment in the United States 43
EDWARD A. SILVER & SUZANNE LANE
Assessment in the Context of Mathematics Instruction Reform: the Design of Assessment in the QUASAR Project 59
MARGARET BROWN
Assessment in Mathematics Education: Developments in Philosophy and Practice in the United Kingdom 71
CHRIS LITTLE
The School Mathematics Project: Some Secondary School Assessment Initiatives in England 85
LUCIANA BAZZINI
The Teaching/Learning Process and Assessment Practice: Two Intertwined Sides of Mathematics Education 99
GUNNAR GJONE
Types of Problems and How Students in Norway Solve Them 107
HANS NYGAARD JENSEN
Assessment of Primary and Lower Secondary Mathematics in Denmark 119
KIRSTEN HERMANN & BENT HIRSBERG
Assessment in Upper Secondary Mathematics in Denmark 129
WIM KLEUNE & HENK SCHURING
Assessment of Examinations in the Netherlands 139
MAX STEPHENS & ROBERT MONEY
New Developments in Senior Secondary Assessment in Australia 155
LEONOR CUNHA LEAL & PAULO ABRANTES
Assessment in an Innovative Curriculum Project for Mathematics in Grades 7-9 in Portugal
WEI CHAO-QUN & ZHANG HUI
Educational Assessment in Mathematics Teaching: Applied Research in China
CHENG ZEMIN & LV SHAOZHENG
The Practice and Study of Evaluating Mathematics Teaching in China
RUTH K. SWEETNAM
Assessment in Mathematics Within the International Baccalaureate 203
Index 213

Investigations into Assessment in Mathematics Education: An ICMI Study

(New ICMI Study Series)

Mogens Niss

Springer |1993; edição de 2010 | 272 páginas | rar - pdf | 24,5 Mb

link (password: matav)

This book is one of the first to attempt a systematic in-depth analysis of assessment in mathematics education in most of its important aspects: it deals with assessment in mathematics education from historical, psychological, sociological, epistmological, ideological, and political perspectives. The book is based on work presented at an invited international ICMI seminar and includes chapters by a team of outstanding and prominent scholars in the field of mathematics education. Based on the observation of an increasing mismatch between the goals and accomplishments of mathematics education and prevalent assessment modes, the book assesses assessment in mathematics education and its effects. In so doing it pays particular attention to the need for and possibilities of assessing a much wider range of abilities than before, including understanding, problem solving and posing, modelling, and creativity. The book will be of particular interest to mathematics educators who are concerned with the role of assessment in mathematics education, especially as regards innovation, and to everybody working within the field of mathematics education and related areas: in R&D, curriculum planning, assessment institutions and agencies, teacher trainers, etc. 

TABLE OF CONTENTS
MOGENS NISS
Assessment in Mathematics Education and its Effects: An Introduction 1
JEREMY KILPATRICK
The Chain and the Arrow: From the History of Mathematics Assessment 31
GEOFFREY HOWSON
The Relationship Between Assessment, Curriculum and Society 47
JIM RIDGWAY & DON PASSEY
An International View of Mathematics Assessment - Through a Class, Darkly
PETER GALBRAITH
Paradigms, Problems and Assessment: Some Ideological Implications
DAVID WHEELER
Epistemological Issues and Challenges to Assessment: What is Mathematical Knowledge?
THOMAS A. ROMBERG
How One Comes to Know:
Models and Theories of the Learning of Mathematics
ANTOINE BODIN
What Does to Assess Mean? The Case of Assessing Mathematical Knowledge
STIEG MELLIN-OLSEN
A Critical View of Assessment in Mathematics Education: Where is the Student as a Subject? 143
HERBERT P. GINSBURG & SUSAN F. JACOBS & LUZ S. LOPEZ
Assessing Mathematical Thinking and Learning Potential in Primary Grade Children 157
BENGT JOHANSSON
Diagnostic Assessment in Arithmetic 169
JOHN IZARD
Challenges to the Improvement of Assessment Practice 185
MALCOLM SWAN
Improving the Design and Balance of Mathematical Assessment 195
DEREK FOXMAN
The Assessment of Performance Unit's Monitoring Surveys 1978-1987 217
DAVID F. ROBITAILLE & J. STUART DONN
TIMSS: The Third International Mathematics and Science Study 229
GIlA HANNA
The Validity of International Performance Comparisons 245
NORMAN L. WEBB
Visualizing a Theory of the Assessment of Students' Knowledge of Mathematics 253
Index 265

Second Handbook of Research on Mathematics Teaching and Learning

Frank K. Jr. Lester

Information Age Publishing | 2007 | 1381 páginas | rar - pdf | 11,4 Mb

link
password: matav

The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics.
The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment.

Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment.
Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community. 

CONTENTS

Preface. 
Acknowledgements.
Part I: Foundations. 
Putting Philosophy to Work: Coping With Multiple Theoretical Perspectives, Paul Cobb.
Theory in Mathematics Education Scholarship, Edward A. Silver & Patricio G. Herbst
Method, Alan H. Schoenfeld. 
Part II: Teachers and Teaching. 
Assessing Teachers' Mathematical Knowledge: What Knowledge Matters and What Evidence Counts? Heather C. Hill, Laurie Sleep, Jennifer M. Lewis, & Deborah Loewenberg Ball. 
The Mathematical Education and Development of Teachers, Judith T. Sowder.
Understanding Teaching and Classroom Practice in Mathematics, Megan Loef Franke, Elham Kazemi and Daniel Battey. 
Mathematics Teachers' Beliefs and Affect, Randolph A. Philipp. 
Part III: Influences on Student Outcomes. 
How Curriculum Influences Student Learning, Mary Kay Stein, Janine Remillard and Margaret Smith. 
The Effects of Classroom Mathematics Teaching on Students' Learning, James S. Hiebert and Douglas A. Grouws. 
Culture, Race, Power, and Mathematics Education, Diversity in Mathematics Education Center for Learning and Teaching. 
The Role of Culture in Teaching and Learning Mathematics, Norma G. Presmeg. 
Part IV: Students and Learning. 
Early Childhood Mathematics Learning, Douglas H. Clements and Julie Sarama. 
Whole Number Concepts and Operations, Lieven Verschaffel, Brian Greer, and Erik DeCorte.
Rational Numbers and Proportional Reasoning: Toward a Theoretical Framework for Research, Susan J. Lamon. Early Algebra, David W. Carraher and Analucia D. Schliemann. 
Learning and Teaching of Algebra at the Middle School through College Levels: Building Meaning for Symbols and Their Manipulation, Carolyn Kieran. 
Problem Solving and Modeling, Richard Lesh and Judith Zawejewski. 
Toward Comprehensive Perspectives on the Learning and Teaching of Proof, Guershon Harel and Larry Sowder. 
The Development of Geometric and Spatial Thinking, Michael T. Battista. 
Research in Probability: Responding to Classroom Realities, Graham A. Jones, Cynthia W. Langrall and Edward S. Mooney. 
Research on Statistics Learning and Reasoning, J. Michael Shaughnessy. 
Mathematics Thinking and Learning at Post-secondary Level, Michele Artigue, Carmen Batanero and Phillip Kent. 
Part V: Assessment. 
Keeping Learning on Track: Classroom Assessment and the Regulation of Learning, Dylan Wiliam. 
High Stakes Testing in Mathematics, Linda Dager Wilson. 
Large-scale Assessment of Mathematics Education, Jan DeLange. 
Part VI: Issues and Perspectives. 
Issues in Access and Equity in Mathematics Education, Alan J. Bishop and Helen J. Forgasz. 
Research on Technology in Mathematics Education: The Perspective of Constructs, Rose Mary Zbiek, M. Kathleen Heid, Glendon Blume and Thomas P. Dick. 
Engineering Change in Mathematics Education: Research, Policy, and Practice, William F. Tate and Celia Rousseau. 
Educational Policy Research and Mathematics Education, Joan Ferrini-Mundy & Robert Floden. 
Mathematics Content Specification in the Age of Assessment, Norman L. Webb. 
Reflections on the State and Trends in Research on Mathematics Teaching and Learning: From Here to Utopia, Mogens Niss.

Assessing Middle and High School Mathematics and Science: Differentiating Formative Assessment

Sheryn Spencer Waterman

Eye on Education | 2010 | 145 páginas | rar - PDF | 787  kb

link (password: matav)

For middle and high school teachers of mathematics and science, this book is filled with examples of instructional strategies that address students’ readiness levels, interests, and learning preferences. It shows teachers how to formatively assess their students by addressing differentiated learning targets.

Included are detailed examples of differentiated formative assessment schedules, plus tips on how to collaborate with others to improve assessment processes. Teachers will learn how to adjust instruction for the whole class, for small groups, and for individuals. They will also uncover step-by-step procedures for creating their own lessons infused with opportunities to formatively assess students who participate in differentiated learning activities.

Contents

TABLE OF CONTENTS
Meet the Author
Preface
1. Differentiating Formative Assessment
What is Differentiation?
Why Differentiate Assessment?
How Can We Link Assessment that Teachers Differentiate with Theories of Learning?
More...
2. Mastery-Based Differentiated Formative Assessments
New American Lecture
Direct Instruction
Graduated Difficulty
Teams-Games-Tournaments
More...
3. Understanding-Based Differentiated Formative Assessments
Compare and Contrast
Reading for Meaning
Concept Attainment
Problem-Based Learning
More...
4. Self-Expressive-Based Differentiated Formative Assessments
Inductive Learning
Metaphorical Expression
Pattern Maker
5. Interpersonal-Based Differentiated Formative Assessments
Reciprocal Learning
Problem-Solving and Decision-Making
Jigsaw
More...
6. Four Style Differentiated Formative Assessments
Window Notes
Circle of Knowledge/Seminar
Do You Hear What I Hear?
More...

Reform in School Mathematics and Authentic Assessment

(SUNY Series, Reform in Mathematics Education)

Thomas A. Romberg

State University of New York Press | 1995 | 299 páginas | rar - PDF | 2 Mb

link (password: matav)
uploading.com (password: matav)


This volume is concerned with the alignment between the way the mathematical performance of students is assessed and the reform agenda in school mathematics. The chapters in this book have been prepared to raise a set of issues that scholars are addressing during this period of transition from traditional schooling practices toward the reform vision of school mathematics. Chapters are: (1) "Issues Related to the Development of an Authentic Assessment System for School Mathematics" (T. A. Romberg and L. D. Wilson), (2) "A Framework for Authentic Assessment in Mathematics" (S. P. Lajoie), (3) "Sources of Assessment Information for Instructional Guidance in Mathematics" (E. A. Silver and P. A. Kenney), (4) "Assessment: No Change without Problems" (J. De Lange), (5) "The Invalidity of Standardized Testing for Measuring Mathematics Achievement" (R. E. Stake), (6) "Assessment Nets: An Alternative Approach to Assessment in Mathematics Achievement" (M. Wilson), and (7) "Connecting Visions of Authentic Assessment to the Realities of Educational Practice


Contents
Preface vii
1 Issues Related to the Development of an Authentic Assessment System for School Mathematics
THOMAS A. ROMBERG AND LINDA D. WILSON
2 A Framework for Authentic Assessment in Mathematics
SUSANNE P. LAJOIE
3 Sources of Assessment Information for Instructional Guidance in Mathematics
EDWARD A. SILVER AND PATRICIA ANN KENNEY
4 Assessment: No Change without Problems
JAN DE LANGE
5 The Invalidity of Standardized Testing for Measuring Mathematics Achievement
ROBERT E. STAKE
6 Assessment Nets: An Alternative Approach to Assessment in Mathematics Achievement
MARK WILSON
7 Connecting Visions of Authentic Assessment to the Realities of Educational Practice
M. ELIZABETH GRAUE
Contributors 277
Index

Standards-Based Mathematics Assessment in Middle School: Rethinking Classroom Practice

(Ways of Knowing in Science and Mathematics)

Thomas Romberg (Ed.)

Teachers College Press | 2004  | 258 páginas | 1,7 Mb

link direto
link
link1

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.

Contents
Introduction 1
PART I Overview and Background of Reform in Assessment Practices 3
1 Monitoring Student Progress 5
Jan de Lange and Thomas A. Romberg
PART II Teaching and Assessment Under a Reform Curriculum 23
2 Instructional Innovation and Changing Assessments 25
M. Elizabeth Graue and Stephanie Z. Smith
3 Expanding Classroom Practices 45
Mary C. Shafer
4 Practices in Transition: A Case Study of Classroom Assessment 60
Marvin E. Smith
Part III The Design of New Assessment Tasks 81
5 Developing Assessment Problems on Percentage 83
Marja van den Heuvel-Panhuizen
6 Analysis of an End-of-Unit Test 100
Monica Wijers
7 The Design of Open–Open Assessment Tasks 122

Els Feijs and Jan de Lange
8 Investigations as Thought-Revealing Assessment Problems 137
Martin van Reeuwijk and Monica Wijers
PART IV Embedding Assessment in Instructional Practice 153
9 Making Instructional Decisions: Assessment to Inform the Teacher 155
Martin van Reeuwijk
10 Enriching Assessment Opportunities Through Classroom Discourse 169
David C. Webb
11 Collaborative Partnership: Staff Development That Works 188
Ann Frederickson and Michael Ford
12 Retracing a Path to Assessing for Understanding 200
Teresa Her and David C. Webb
PART V Generalizing the Approach 221
13 Classroom Assessment as a Basis for Teacher Change 223
David C. Webb, Thomas A. Romberg, Truus Dekker,
Jan de Lange, and Mieke Abels
References 237
About the Contributors 245

Index 251

The Impact of Reform Instruction on Student Mathematics Achievement

An Example of a Summative Evaluation of a Standards-Based Curriculum 

(Studies in Mathematical Thinking and Learning Series)

Thomas Romberg,  Mary C. Shafer

Routledge | 2008 | 185 páginas | rar - PDF | 2 Mb

 link
password: matav

Summarizing data derived from a four-year combined longitudinal/ cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.

The study was designed to answer three questions:

• What is the impact on student performance of the Mathematics in Context instructional approach, which differs from most conventional mathematics texts in both content and expected pedagogy?


• How is this impact different from that of traditional instruction on student performance?


• What variables associated with classroom instruction account for variation in student performance?

The researchers examined a range of variables that affected data collection. These variations highlight the need to study the effects of the culture in which student learning is situated when analyzing the impact of standards-based curricula on student achievement.

This book is directed to educational researchers interested in curriculum implementation, mathematics educators interested in the effects of using reform curriculum materials in classrooms, evaluators and research methodologists interested in structural modeling and scaling of instructional variables, and educational policy makers concerned about reform efforts.

This Is Only a Test: Teaching for Mathematical Understanding in an Age of Standardized Testing

Nancy Litton

Math Solutions | 2008 | 128 páginas | PDF | 2 Mb

link

Transform teachers' and students' approaches to standardized tests from one of panic and anxiety to control and confidence! The nine chapters in this book provide the support teachers need to easily align their math lessons with required state standards. You'll create a year-long plan for teaching math while simultaneously ensuring state standards are met; learn about and implement best teaching practices; examine the relationship between released test items and the knowledge and skills students need to respond correctly; and discover ways to handle test preparation during the weeks before a test.

Early Numeracy: Assessment for Teaching and Intervention

Robert J Wright,  James Martland, Ann K Stafford


Sage Publications | 2006 | 224 páginas | PDF | 21,4 Mb

link

Descrição: The assessment tools in this revised edition help teachers identify children's difficulties and misconceptions and become more skilled and confident in planning programs for intervention and monitoring children's progress.

Table of Contents
1 Children, numeracy and mathematics recovery 112 The learning framework in number 193 The LFIN and the assessment interview schedule 1.1 304 The stages of early arithmetical learning (SEAL) 515 Identifying the stages of early arithmetical learning 756 Assessment interview schedule 1.2 927 Part C of the LFIN : assessment interview schedules 2.1 and 2.2 1038 Assessment interview schedules 3.1 and 3.2 1199 Recording, coding and analyzing the assessment interview schedules 14510 Linking the assessment to teaching 152

Language for Learning Mathematics: Assessment for Learning in Practice

Clare Lee

Open University Press | 2006 | 136 páginas | pdf

link

Descrição: Make math easier to comprehend for your students
For many of your middle-school and high-school students, expressing mathematical ideas isn't easy. The language of math is often abstract and hard to get a handle on. Now Assessment for Learning in the Mathematics Classroom helps you help your students to express what they already know and increase their understanding. Providing practical strategies for bringing more discourse into lesson plans, this book gives you a powerful way to raise standards in the classroom.

Mathematical Relationships in Education: Identities and Participation

(Routledge Research in Education)

Laura Black, Heather Mendick, Yvette Soloman

Routledge | 2009 | 252 páginas | pdf | 1,3 Mb


link

Descrição: While demand for the mathematically literate citizen increases, many learners continue to reject mathematics and experience it as excluding and exclusive, even when they succeed at it. In exploring this phenomenon, this volume examines the ways in which learners form particular relationships with mathematics in the context of formal schooling.

This book brings together scholars working in the field of mathematics education to examine the ways in which learners form particular relationships with mathematics in the context of formal schooling. While demand for the mathematically literate citizen increases, many learners continue to reject mathematics and experience it as excluding and exclusive, even when they succeed at it. In exploring this phenomenon, this volume focuses on learners' developing sense of self and their understanding of the part played by mathematics in it. It recognizes the part played by emotional responses, the functioning of classroom communities of practice, and by discourses of mathematics education in this process. It thus blends perspectives from psychoanalysis, socio-cultural theory and discursive approaches in a focus on the classic issues of selection and assessment, pedagogy, curriculum, choice, and teacher development.


Contents
List of Figures xi
Acknowledgments xiii
1 Introduction 1
LAURA BLACK, HEATHER MENDICK, AND YVETTE SOLOMON
PART I - Selection and Assessment 5
2 Disabling Numbers: On the Secret Charm of Numberese and Why It Should Be Resisted 9
ANNA SFARD
3 Pain, Pleasure, and Power: Selecting and Assessing Defended Subjects 19
LAURA BLACK, HEATHER MENDICK, MELISSA RODD, AND YVETTE SOLOMON WITH MARGARET BROWN
4 Mathematical ‘Ability’ and Identity: A Sociocultural Perspective on Assessment and Selection 31
JEREMY HODGEN AND RACHEL MARKS
PART II Choice 43
5 Telling Stories About Mathematics 47
MARK BOYLAN AND HILARY POVEY
6 Choice: Parents, Teachers, Children, and Ability Grouping in Mathematics 58
PETER WINBOURNE
7 Special Cases: Neoliberalism, Choice, and Mathematics 71
HEATHER MENDICK, MARIE-PIERRE MOREAU, AND DEBBIE EPSTEIN
PART III Curriculum 83
8 Appetite and Anxiety: The Mathematics Curriculum and Its Hidden Meanings 87
JENNY SHAW
9 Questioning the Mathematics Curriculum: A Discursive Approach 97
CANDIA MORGAN
10 The Role of Textbooks in the ‘Figured Worlds’ of English, French, and German Classrooms: A Comparative Perspective 107
BIRGIT PEPIN
PART IV Pedagogy 119
11 How Do Pedagogic Practices Impact on Learner Identities in Mathematics? A Psychoanalytically Framed Response 123
TAMARA BIBBY
12 Hybridity of Maths and Peer Talk: Crazy Maths 136
PAULINE DAVIS AND JULIAN WILLIAMS
13 Pedagogy, Discourse, and Identity 147
STEPHEN LERMAN
PART V Teacher Development 157
14 Mathematics for Teaching: What Makes Us Want to? 161
PAT DRAKE
15 Developing Mathematics Teaching Through Collaborative Inquiry 173
BARBARA JAWORSKI
16 What Does a Discourse-Oriented Examination Have to Offer Teacher Development? The Problem With Primary Mathematics Teachers 185
TANSY HARDY
PART VI Endings 199
17 Identity in Mathematics: Perspectives on Identity, Relationships, and Participation 201
PATRICIA GEORGE
18 Participating in Identities and Relationships in Mathematics Education 213
PAOLA VALERO