Assessment in the mathematics classroom
 Responsibility
 editors, Berinderjeet Kaur, Wong Khoon Yoong.
 Language
 English.
 Imprint
 Singapore : World Scientific : Association of Mathematics Educators, 2011.
 Physical description
 vi, 297 p. : ill. ; 24 cm.
 Series
 Yearbook (Association of Mathematics Educators) ; 2011.
Access
Available online
 ebooks.worldscinet.com World Scientific
 ebrary
Education Library (Cubberley)

Stacks

Unknown
QA11.2 .A77 2011

Unknown
QA11.2 .A77 2011
More options
Creators/Contributors
Contents/Summary
 Bibliography
 Includes bibliographical references.
 Contents

 Introduction: Assessment Matters (K Y Wong & B Kaur) Using a MultiDimensional 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 (HY 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) OpenEnded Tasks and Assessment: The Nettle or the Rose (D J Clarke) Using ICT to Improve Assessment (M van den HeuvelPanhuizen et al.) The Assessment for, of and as Learning in Mathematics: The Application of SLOA (M M C Mok) Building Bridges Between LargeScale External Assessment and Mathematics Classrooms: A Japanese Perspective (Y Shimizu) Errors in Mathematics Assessment Items Written by PreService Teachers (J Dindyal) Affective Assessment in the Mathematics Classroom: A Quick Start (E G Tay et al.) Implementing SelfAssessment to Develop Reflective Teaching and Learning in Mathematics (LH 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 noncognitive attributes and to use techniques in addition to paperandpencil 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 evidencebased 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 mustread for graduate research students and mathematics educators.
(source: Nielsen Book Data)
Subjects
Bibliographic information
 Publication date
 2011
 Series
 Yearbook / Association of Mathematics Educators ; 2011
 ISBN
 9789814360975 (hbk.)
 981436097X (hbk.)
 9789814360982 (pbk.)
 9814360988 (pbk.)