Assessment in the mathematics classroom
- editors, Berinderjeet Kaur, Wong Khoon Yoong.
- Singapore : World Scientific : Association of Mathematics Educators, 2011.
- Physical description
- vi, 297 p. : ill. ; 24 cm.
- Yearbook (Association of Mathematics Educators) ; 2011.
Education Library (Cubberley)
|QA11.2 .A77 2011||Unknown|
- Includes bibliographical references.
- Introduction: Assessment Matters (K Y Wong & B Kaur)-- Using a Multi-Dimensional Approach to Understanding to Assess Students' Mathematical Knowledge (D R Thompson & B Kaur)-- Assessing Problem Solving in the Mathematics Curriculum: A New Approach (T L Toh et al.)-- Assessing Conceptual Understanding in Mathematics with Concept Mapping (H-Y Jin & K Y Wong)-- Using Journal Writing to Empower Learning (B Kaur & C M E Chan)-- Implementing Alternative Assessment in the Lower Primary Mathematics Classroom (K K J Yeo)-- Open-Ended Tasks and Assessment: The Nettle or the Rose (D J Clarke)-- Using ICT to Improve Assessment (M van den Heuvel-Panhuizen et al.)-- The Assessment for, of and as Learning in Mathematics: The Application of SLOA (M M C Mok)-- Building Bridges Between Large-Scale External Assessment and Mathematics Classrooms: A Japanese Perspective (Y Shimizu)-- Errors in Mathematics Assessment Items Written by Pre-Service Teachers (J Dindyal)-- Affective Assessment in the Mathematics Classroom: A Quick Start (E G Tay et al.)-- Implementing Self-Assessment to Develop Reflective Teaching and Learning in Mathematics (L-H Fan).
- (source: Nielsen Book Data)
- Publisher's Summary
- The third in the series of yearbooks by the Association of Mathematics Educators in Singapore, "Assessment in the Mathematics Classroom" is unique as it addresses a focused theme on mathematics education. The objective is to encourage teachers and researchers to include assessment of non-cognitive attributes and to use techniques in addition to paper-and-pencil tests that focus on typical problems. Several renowned international researchers in the field have published their work in the book. The thirteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment in their lessons to bring about meaningful learning outcomes. A recurring theme in most chapters is the widely circulated notions of formative assessment and assessment for learning. The book makes a significant contribution towards assessment in mathematics and is a must-read for graduate research students and mathematics educators.
(source: Nielsen Book Data)
- Publication date
- Yearbook / Association of Mathematics Educators ; 2011
- 9789814360975 (hbk.)
- 981436097X (hbk.)
- 9789814360982 (pbk.)
- 9814360988 (pbk.)
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