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Assessing Mathematical Proficiency

$44.99

Part of Mathematical Sciences Research Institute Publications

Alan H. Schoenfeld, Judith Ramaley, Susan Sclafani, R. James Milgram, Hugh Burkhardt, Jan de Lange, Bernard Madison, Richard Askey, David Foster, Ann Shannon, William McCallum, Linda Fisher, Deborah Ball, Michele Artigue, Mark Wilson, Claus Carstensen, Lily W. Fillmore, Judit Moschkovich, Elizabeth Taleporos, Elizabeth Stage
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  • Date Published: May 2007
  • availability: Available
  • format: Paperback
  • isbn: 9780521697668

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About the Authors
  • 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. This volume presents the results of the discussions. It highlights the kinds of information that different assessments can offer, including many examples of some of the best mathematics assessments worldwide. A special feature is an interview with a student about his knowledge of fractions and a demonstration of what interviews (versus standardized tests) can reveal.

    • Offers examples of very different ways to understand what students know in mathematics
    • A 'live' interview with a student and what it reveals about understanding
    • Reveals what testing does and does not tell you and can tell you
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    Reviews & endorsements

    "Anyone interested in the current state of assessment in mathematics education will find this book relevant."
    Scott A. Fellows, Mathematics Teacher

    "The book... is though provoking. The authors succeed in showing the complexity of the problem of assessing mathematical proficiency and the difference, sometimes dramatic, in the perception of this issue by various stakeholders. The majority of them convincingly argue in favor of tasks and procedures that would go beyond simple computational or operational abilities."
    Alex Kozulin, American Journal of Psychology

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    Product details

    • Date Published: May 2007
    • format: Paperback
    • isbn: 9780521697668
    • length: 412 pages
    • dimensions: 234 x 156 x 21 mm
    • weight: 0.58kg
    • availability: Available
  • Table of Contents

    Preface Alan H. Schoenfeld
    Part I. The Big Picture:
    1. Issues and tensions in the assessment of mathematical proficiency Alan H. Schoenfeld
    2. Crucial contemporary social, political, and cultural issues in mathematical assessment in the United States Judith Ramaley
    3. Crucial contemporary social, political, and cultural issues in mathematical assessment in the United States Susan Sclafani
    Part II. Perspectives on Mathematical Proficiency:
    4. What is mathematical proficiency? R. James Milgram
    5. What is mathematical proficiency (and how can it be assessed)? Alan H. Schoenfeld
    Part III. What Does Assessment Assess? Issues and Examples:
    6. Assessing mathematical proficiency: what is important? Hugh Burkhardt
    7. Aspects of the art of assessment design Jan de Lange
    8. Mathematical proficiency for citizenship Bernard Madison
    9. Learning from assessment Richard Askey
    10. Using assessment to design professional development David Foster
    Part IV. The Case of Algebra:
    11. Context and learning: an assessment of 'real world' mathematics tasks Ann Shannon
    12. Making meaning in algebra: examining students' understandings and misconceptions David Foster
    13. Assessing the strands of student proficiency in elementary algebra William McCallum
    Part V. What Do Different Assessments Assess?:
    14. Learning about fractions from assessment Linda Fisher
    15. Brandon interview and commentary, plus CD of interview Deborah Ball
    Part VI. The Importance of Context:
    16. Assessment of mathematics learning in France Michele Artigue
    17. Assessment to improve learning in mathematics: the BEAR assessment system Mark Wilson and Claus Carstensen
    18. English learners and math learning: language issues for the math educators to consider Lily W. Fillmore
    19. Beyond words to mathematical content: assessing English language learners in the mathematics classroom Judit Moschkovich
    20. Assessment in the real world: the case of New York city Elizabeth Taleporos
    21. Perspectives on state assessments in California Elizabeth Stage
    Part VII. What Do We Need To Know?:
    22. Research agenda emerging from the conference.

  • Editor

    Alan H. Schoenfeld, University of California, Berkeley
    Alan Schoenfeld is the Elizabeth and Edward Conner Professor of Education and Affiliated Professor of Mathematics at the University of California at Berkeley.

    Contributors

    Alan H. Schoenfeld, Judith Ramaley, Susan Sclafani, R. James Milgram, Hugh Burkhardt, Jan de Lange, Bernard Madison, Richard Askey, David Foster, Ann Shannon, William McCallum, Linda Fisher, Deborah Ball, Michele Artigue, Mark Wilson, Claus Carstensen, Lily W. Fillmore, Judit Moschkovich, Elizabeth Taleporos, Elizabeth Stage

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