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Uncovering Student Thinking in Mathematics, Grades 6-12 30 Formative Assessment Probes for the Secondary Classroom

ISBN-10: 141296377X
ISBN-13: 9781412963770
Edition: 2009
List price: $38.95 Buy it from $37.93
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Description: Use these targeted probes to assess students' grasp of key mathematical concepts! This resource provides secondary teachers with assessment tools to gauge learners' knowledge of core mathematical ideas. The authors provide 30 probesbrief, easily  More...

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Book details

List price: $38.95
Copyright year: 2009
Publisher: Corwin Press
Publication date: 6/27/2008
Binding: Paperback
Pages: 248
Size: 8.50" wide x 11.00" long x 0.75" tall
Weight: 1.804
Language: English

Use these targeted probes to assess students' grasp of key mathematical concepts! This resource provides secondary teachers with assessment tools to gauge learners' knowledge of core mathematical ideas. The authors provide 30 probesbrief, easily administered assessmentsthat can determine students' thinking by revealing common understandings and misunderstandings and providing further elaboration of student thinking. This invaluable book: Combines standards, educational research findings, and practical craft knowledge Helps teachers modify math instruction to build on individual students' existing understandings while addressing their identified difficulties Offers examples that illustrate the faulty thinking students are likely to exhibit and typical obstacles they may encounter

Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development.Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co-principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co-principal investigator and project director for MMSA's NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children.

Carolyn B. Arline is a secondary mathematics educator, currently teaching high school students in Maine. Carolyn also works as a teacher leader in the areas of mathematics professional development, learning communities, assessment, systematic school reform, standards-based teaching, learning and grading, student-centered classrooms, and technology.� She has previously worked as a mathematics specialist at the Maine Mathematics and Science Alliance (MMSA) and continues her work with them as a consultant. Carolyn is a fellow of the second cohort group of the Governor's Academy for Science and Mathematics Educators and serves as a mentor teacher with the current cohort. She participated as a mathematics mentor in the NSF-funded Northern New England Co-Mentoring Network (NNECN) and continues her role as a mentor teacher. She serves as a board member of the Association of Teachers of Mathematics in Maine (ATOMIM) and on local curriculum committees.� Carolyn received her B.S. in secondary mathematics education from the University of Maine.

Foreword
Preface
Acknowledgments
About the Authors
Mathematics Assessment Probes
Introduction
What Types of Understandings and Misunderstandings Does a Mathematics Assessment Probe Uncover?
How Were the Mathematics Assessment Probes Developed?
What Is the Structure of a Mathematics Assessment Probe?
What Additional Information Is Provided With Each Mathematics Assessment Probe?
What Mathematics Assessment Probes Are Included in the Book?
Instructional Implications
Differentiating Instruction
Assessing Points of Entry
Analyzing Trends in Student Thinking
Giving Student Interviews
Promoting Student-to-Student Dialogue
Developing Vocabulary
Allowing for Individual Think Time
Improving Students' Process Skills
Assessing Effectiveness of Instructional Activities
Moving Beyond the Individual Classroom
Summary
Number and Operations Assessment Probes
What Is the Value of the Digit?
Teachers' Notes: What Is the Value of the Digit?
What Is the Value of the Digit? Variation
What Is the Meaning of 2/3?
Teachers' Notes: What Is the Meaning of 2/3?
What Is the Meaning of 2/3? Variation
Is It Equivalent?
Teachers' Notes: Is It Equivalent?
Is It Equivalent? Variation
What's Your Estimate?
Teachers' Notes: What's Your Estimate?
Is It an Estimate?
Teachers' Notes: Is It an Estimate?
Is It Simplified?
Teachers' Notes: Is It Simplified?
Is It Simplified? Algebraic Variation
Where Is a Million?
Teachers' Notes: Where Is a Million?
How Low Can You Go?
Teachers' Notes: How Low Can You Go?
How Low Can You Go? Variation
What's Your Addition Strategy?
Teachers' Notes: What's Your Addition Strategy?
What's Your Addition Strategy? Decimals Variation
What's Your Addition Strategy? Fractions Variation
What's Your Subtraction Strategy?
Teachers' Notes: What's Your Subtraction Strategy?
What's Your Subtraction Strategy? Decimals Variation
What's Your Subtraction Strategy? Fractions Variation
What's Your Multiplication Strategy?
Teachers' Notes: What's Your Multiplication Strategy?
What's Your Multiplication Strategy? Decimals Variation
What's Your Division Strategy?
Teachers' Notes: What's Your Division Strategy?
What's Your Division Strategy? Decimals Variation
Geometry, Measurement, and Data Assessment Probes
What's the Measure?
Teachers' Notes: What's the Measure?
What's the Measure? Variation
Are Area and Perimeter Related?
Teachers' Notes: Are Area and Perimeter Related?
What's the Area?
Teachers' Notes: What's the Area?
What's the Capacity?
Teachers' Notes: What's the Capacity?
Is It Transformed?
Teachers' Notes: Is It Transformed?
Are They Similar?
Teachers' Notes: Are They Similar?
What Do You Mean?
Teachers' Notes: What Do You Mean?
What Do You Mean? Variation
Name of the Graph?
Teachers' Notes: Name of the Graph?
Graph Construction?
Teachers' Notes: Graph Construction?
Algebra and Data Assessment Probes
Equal or Not Equal?
Teachers' Notes: Equal or Not Equal?
Is It the Same as a+b?
Teachers' Notes: Is It the Same as a+b?
M & N's?
Teachers' Notes: M & N's?
What's the Substitute?
Teachers' Notes: What's the Substitute?
Is It True?
Teachers' Notes: Is It True?
Solving Equations?
Teachers' Notes: Solving Equations?
Correct Representation of the Inequality?
Teachers' Notes: Correct Representation of the Inequality?
Is It a Variable?
Teachers' Notes: Is It a Variable?
Binomial Expansion?
Teachers' Notes: Binomial Expansion?
Is It Quadratic?
Teachers' Notes: Is It Quadratic?
Note Template for QUEST Cycle
References
Index

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