Assessing Student Understanding: A Framework for Testing and Teaching

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Via vignettes, look inside first- and fourth-grade classrooms where teachers demonstrate how to use a research-based structure during instruction to choose tasks that elicit different levels of comprehension.

Contributor Notes

Jonathan L. Brendefur, jbrendef@boisestate.edu, is a mathematics education professor at Boise State University in Idaho. He is interested in student thinking and mathematics professional development. He works with students and teachers in schools each week and conducts workshops for teachers and administrators.

Sam Strother, samstrother@boisestate.edu, is currently professional staff and adjunct faculty at Boise State University. He works within schools to support teachers in implementing research-based practices to improve student achievement in mathematics while also researching topics such as developing fact fluency, conceptual understanding of fractions, and early childhood mathematics.

Kelli Rich, kelli.rich@boiseschools.org, teachers first grade at Whittier Elementary in the Boise School District. She is currently a doctoral student at Boise State University and is interested in examining how primary grade students develop understanding of mathematical topics, such as place value and mathematical modeling.

Sarah Appleton, appleton.sarah@westada.org, is a Title I instructional coach for the West Ada School District in Idaho. She partners with teachers to co-teach and provide professional development in mathematics, English language arts, classroom management, and instructional strategies to increase student engagement and English language acquisition.

(Corresponding author is Brendefur jbrendef@boisestate.edu)(Corresponding author is Strother samstrother@boisestate.edu)(Corresponding author is Rich kelli.rich@boiseschools.org)(Corresponding author is Appleton appleton.sarah@westada.org)
Teaching Children Mathematics

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