Investigations into Assessment in Mathematics Education

Investigations into Assessment in Mathematics Education : An ICMI Study

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Description

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.
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Product details

  • Hardback | 270 pages
  • 169.2 x 243.8 x 21.3mm | 585.14g
  • Dordrecht, Netherlands
  • English
  • 1993 ed.
  • VI, 270 p.
  • 0792320956
  • 9780792320951

Table of contents

Assessment in Mathematics Education and its Effects: an Introduction; M. Niss. The Chain and the Arrow: from the History of Mathematics Assessment; J. Kilpatrick. The Relationship between Assessment, Curriculum and Society; G. Howson. An International View of Mathematics Assessment -- Through a Glass, Darkly; J. Ridgway, D. Passey. Paradigms, Problems and Assessment: Some Ideological Implications; P. Galbraith. Epistemological Issues and Challenges to Assessment: What is Mathematical Knowledge? D. Wheeler. How One comes to Know: Models and Theories of the Learning of Mathematics; T.A. Romberg. What does to Assess mean? The Case of Assessing Mathematical Knowledge; A. Bodin. A Critical View of Assessment in Mathematics Education: Where is the Student as a Subject? S. Mellin-Olsen. Assessing Mathematical Thinking and Learning Potential in Primary Grade Children; H.P. Ginsburg, S.F. Jacobs, L.S. Lopez. Diagnostic Assessment in Arithmetic; B. Johansson. Challenges to the Improvement of Assessment Practice; J. Izard. Improving the Design and Balance of Mathematical Assessment; M. Swan. The Assessment of Performance Unit's Monitoring Surveys 1978-1987; D. Foxman. TIMSS: The Third International Mathematics and Science Study; D.F. Robitaille, J.S. Donn. The Validity of International Performance Comparisons; G. Hanna. Visualizing a Theory of the Assessment of Students' Knowledge of Mathematics; N.L. Webb. Index.
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