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Uncovering Student Thinking in Mathematics, Grades 6-12: 30 Formative Assessment Probes for the Secondary Classroom
Paperback
General EducationTeaching Instruction
ISBN13: 9781412963770
Publisher: Corwin Publishers
Published: Jun 27 2008
Pages: 248
Weight: 1.52
Height: 0.62 Width: 8.53 Depth: 10.91
Language: English
Cheryl Rose and Carolyn Arline provide a valuable resource to teachers who are interested in determining how their students think and answer questions in mathematics classes.
--From the Foreword by Johnny W. Lott
Director, Center for Excellence in Teaching and Learning
University of Mississippi
Use these targeted probes to assess secondary students′ grasp of key mathematics concepts!
Research findings show that formative assessment is an important strategy for improving student achievement in mathematics. This practical resource by best-selling authors Cheryl M. Rose and Carolyn B. Arline provides tools and examples that allow middle and high school teachers to gauge students′ knowledge of core mathematics concepts and strengthen their ability to teach effectively.
The authors provide 30 formative assessment probes--brief, easily administered activities targeting specific mathematics ideas--to reveal common understandings and misunderstandings in student thinking. Field-tested with teachers and students at various grade levels, these powerful diagnostic tools help teachers modify their teaching and identify areas that require more instruction. Written in accessible language, this invaluable book:
- Discusses standards, research results, and practical craft knowledge
- Describes the purpose, structure, and development of mathematics assessment probes
- Helps teachers build on students′ current understandings while addressing their identified difficulties
- Offers examples of the faulty thinking students are likely to exhibit and typical obstacles they may encounter
These assessment probes will help teachers can make sound instructional choices and increase the mathematics knowledge of all their students!
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