This synopsis of selected assessment issues presents historical and current considerations and concerns regarding summative and formative assessment and their influence and impact for teachers of PK-12 mathematics.
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Francis (Skip) Fennell
Steven R. Williams
Excerpts from discussion threads on the online MyNCTM community
Frederick A. Peck
This article presents the results of a design-based research study related to slope that took place in a high school algebra 1 classroom. In the study, students explored situations related to making predictions. As students engaged with these situations, they reinvented and made meaningful multiple subconstructs of slope. I present the findings in the form of a learning trajectory for slope, which describes how learning happened over time, the principles that guide the design of activities that support this learning, and the rationale for how the activities support learning.
LauraMarie K. Coleman
Struggling students engage in a scaffolded series of problems and learning experiences that provide access to grade-level content.
This poem starts with the question in the trunk of the tree, where we imagine that we are deciding to do or not to do something. Each level represents steps in making the decision, with the top indicating a resolution in the future. Phrases wander and change direction, leading to different results. How many paths to a resolution do you see?
Beth L. MacDonald, Diana L. Moss, and Jessica H. Hunt
In this article, we explore how playing with dominoes not only requires students to count but also to subitize when constructing number and operations.
Deborah M. Thompson and A. Susan Gay
This article provides actionable steps and tools for teachers to use to promote student discourse while teaching multiplication fact strategies.
Patrice P. Waller and Alison S. Marzocchi
By focusing on the use of language that inspires, mathematics teachers can foster student agency and invite every student to be a member of the mathematics community.