Our Children Are Not Numbers

Author:
Jody Guarino University of California–Irvine, Irvine

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,
Shelbi Cole
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, and
Michelle Sperling
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Volume/Issue:
Volume 115: Issue 6
Page(s):
404–412
DOI:
https://doi.org/10.5951/MTLT.2021.0299
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Subjects:
Grade(s) or Audience, Grades PK-2, Math Topic, Algebra, Algebraic Thinking, Other Topic, Assessment/Testing, Communication, Equity, Professional Development / Teacher Training

In a humanized approach to assessment, the design of the instrument itself is only a small part of the overall process.

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Mathematics Teacher: Learning and Teaching PK-12
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  • Cintron, Sonia, Michelle, Dani Wadlington, and Andre ChenGeng. 2021. “A Pathway to Equitable Math Instruction: Dismantling Racism in Mathematics Instruction.” Oakland, CA: The Education Trust—West. https://equitablemath.org/.

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  • Council of Chief State School Officers (CCSSO) Formative Assessment for Students and Teachers (FAST) State Collaborative on Assessment and Student Standards (SCASS). 2018. Revising the Definition of Formative Assessment. Washington, DC: CCSSO. https://ccsso.org/sites/default/files/2018-06/Revising%20the%20Definition%20of%20Formative%20Assessment.pdf.

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  • Gutiérrez, Rochelle. 2018. “The Need to Rehumanize Mathematics.” In Annual Perspectives in Mathematics Education: Mathematics for Black, Indigenous, and Latinx Students, edited by Imani Goffney, Rochelle Gutiérrez, and Melissa Boston. Reston, VA: National Council of Teachers of Mathematics.

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  • O’Connor, Ken, and Rick Wormeli. 2011. “Reporting Student Learning.” Educational Leadership 69, no. 3 (November): 40–44.

Copyright:
© 2022 by National Council of Teachers of Mathematics, Inc.
Page Count:
9
Article Category:
Research Article
Print Publication Date:
01 Jun 2022
Online Publication Date:
Jun 2022
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