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Lindsay Vanoli and Jennifer Luebeck

feedback, by teachers, and by their pupils, in assessing themselves and each other" (p. 1). Formative assessment has the potential to inform teachers about the effectiveness of instruction and simultaneously inform students about their understanding and

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The TCM Editorial Panel uses reader feedback to improve the overall quality of this journal. We want Teaching Children Mathematics to be your most useful teaching resource. That goal cannot be realized uniess we hear from you.

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Cathy Martin

school year. To do this, we must concentrate and center our instruction and feedback on the critical learning of the current grade to ensure students are set up for success in accessing grade-level mathematics in fall 2021. IDENTIFICATION OF

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This article is the second in a series that reports what we learned from the feedback to last October's Principles and Standards for School Mathematics: Discussion Draft. The responses that we received throughout the year on a wide range of issues helped the Writing Group create a more effective final document.

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This article is the second in a series that reports what we learned from the feedback to last October's Principles and Standards for School Mathematics: Discussion Draft. The responses that we received throughout the year on a wide range of issues helped the Writing Group create a more effective final document.

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This article is the second in a series that reports what we learned from the feedback to last October's Principles and Standards for School Mathematics: Discussion Draft. The responses that we received throughout the year on a wide range of issues helped the Writing Group create a more effective final document.

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Harold L. Schoen and Bettibel C. Kreye

The form of teacher feedback to students' written work has been an independent variable in previous research. The value of written feedback to student errors on test papers and homework has been established in several studies (Hedl, 1969; Karabinus, 1966; Page, 1958). In one investigation, written feedback specific to student errors on test papers was found to be superior to general feedback as measured by a subsequent achievement test (Page, 1958). On the contrary, in a study by one of the investigators, achievement scores favored general feedback over specific feedback in a CAI unit (Schoen, 1972). Attitude toward the CAI unit in the same study strongly favored groups whose feedback contained first names over the absence of the name.

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Karl Zahn

I was interested in the “Now Try This in Multiplication” article, published in THE ARITHMETIC TEACHER. I believe children need side trips of this nature to maintain interest and to deepen mathematical understandings. Here are some other interesting diversions that I frequently use with mathematics classes in the Campus Elementary School here at Whitewater.

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Lewis Simon

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Holly Hollingsworth