What Mathematics Do Students Know and How is that Knowledge Changing?: Evidence from the National Assessment of Educational Progress, Peter Kloosterman, Doris Mohr, Crystal Walcott

Автор: Kloosterman Peter, Mohr Doris, Walcott Crystal
Название: What Mathematics Do Students Know and How Is That Knowledge Changing? Evidence from the National Assessment of Educational Progress
ISBN: 1681232006 ISBN-13(EAN): 9781681232003
Издательство: Mare Nostrum (Eurospan)
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Цена: 50820.00 T
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Описание: This volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the item level followed by five chapters that report 2005 through 2013 student performance on specific assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high?school mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics topics.Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly what questions they were asked. A third theme is that changes in performance over time can sometimes but not always be understood in terms of what students are taught. For example, there were substantial gains on several grade 4 items requiring understanding of fractions and that is probably because the amount of instruction on fractions in grades 3 and 4 has been increasing. In contrast, while relatively few twelfth?grade students have ever been good at factoring trinomials, performance on this skill seems to be decreasing. This suggests that while more students are completing advanced mathematics courses in high school, these courses are not helping in the area of factoring trinomials. Finally, there are limitations to using NAEP as a measure of student performance on the Common Core State Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial gap between expectations and performance.

Автор: Murray Aitkin; Irit Aitkin
Название: Statistical Modeling of the National Assessment of Educational Progress
ISBN: 146142822X ISBN-13(EAN): 9781461428220
Издательство: Springer
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Цена: 102480.00 T
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Описание: This book details a fully integrated model that incorporates both the survey design and the psychometric model by extending the traditional psychometric model form to accommodate the design structure while allowing for student, teacher, and school covariates.

Автор: Mary Fiore, Ryan Tackaberry
Название: Making Sense of Number, K-10: Getting to Know Your Students So You Can Support the Development of their Mathematical Understanding
ISBN: 1551383322 ISBN-13(EAN): 9781551383323
Издательство: Taylor&Francis
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Цена: 32650.00 T
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Описание: Shows you how to get to know the needs and abilities of your students so you can help them make sense of maths concepts. You will discover how to structure learning experiences around key number concepts: quantity, counting, relating, and representing.

Автор: Robert A. Nowlan
Название: Masters of Mathematics: The Problems They Solved, Why These Are Important, and What You Should Know about Them
ISBN: 9463008926 ISBN-13(EAN): 9789463008921
Издательство: Brill
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Цена: 119540.00 T
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Описание: The original title for this work was “Mathematical Literacy, What Is It and Why You Need it”. The current title reflects that there can be no real learning in any subject, unless questions of who, what, when, where, why and how are raised in the minds of the learners. The book is not a mathematical text, and there are no assigned exercises or exams. It is written for reasonably intelligent and curious individuals, both those who value mathematics, aware of its many important applications and others who have been inappropriately exposed to mathematics, leading to indifference to the subject, fear and even loathing. These feelings are all consequences of meaningless presentations, drill, rote learning and being lost as the purpose of what is being studied. Mathematics education needs a radical reform. There is more than one way to accomplish this. Here the author presents his approach of wrapping mathematical ideas in a story. To learn one first must develop an interest in a problem and the curiosity to find how masters of mathematics have solved them. What is necessary to be mathematically literate? It’s not about solving algebraic equations or even making a geometric proof. These are valuable skills but not evidence of literacy. We often seek answers but learning to ask pertinent questions is the road to mathematical literacy. Here is the good news: new mathematical ideas have a way of finding applications. This is known as “the unreasonable effectiveness of mathematics.”

Автор: Robert A. Nowlan
Название: Masters of Mathematics: The Problems They Solved, Why These Are Important, and What You Should Know about Them
ISBN: 9463008918 ISBN-13(EAN): 9789463008914
Издательство: Brill
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Цена: 43830.00 T
Наличие на складе: Невозможна поставка.
Описание: The original title for this work was “Mathematical Literacy, What Is It and Why You Need it”. The current title reflects that there can be no real learning in any subject, unless questions of who, what, when, where, why and how are raised in the minds of the learners. The book is not a mathematical text, and there are no assigned exercises or exams. It is written for reasonably intelligent and curious individuals, both those who value mathematics, aware of its many important applications and others who have been inappropriately exposed to mathematics, leading to indifference to the subject, fear and even loathing. These feelings are all consequences of meaningless presentations, drill, rote learning and being lost as the purpose of what is being studied. Mathematics education needs a radical reform. There is more than one way to accomplish this. Here the author presents his approach of wrapping mathematical ideas in a story. To learn one first must develop an interest in a problem and the curiosity to find how masters of mathematics have solved them. What is necessary to be mathematically literate? It’s not about solving algebraic equations or even making a geometric proof. These are valuable skills but not evidence of literacy. We often seek answers but learning to ask pertinent questions is the road to mathematical literacy. Here is the good news: new mathematical ideas have a way of finding applications. This is known as “the unreasonable effectiveness of mathematics.”