By Sandra K. Wilcox, Perry E. Lanier
This casebook is meant to help execs who're operating in quite a few contexts to exploit classroom-based evaluation extra successfully to help instructor studying and educating switch, and to reinforce the possibilities for all scholars to strengthen mathematical strength. It grows out of a collaboration of arithmetic academics and instructor educators, and mathematicians, to higher comprehend the function of overview as an ongoing job to aid lecturers reshape their very own instructing practices. on the center of every case is utilizing review to make experience of what scholars comprehend and what they're pressured approximately, identifying what counts as proof of that figuring out, and utilizing the research to think about what the teacher's subsequent educational strikes will be. all the situations during this quantity are outfitted round real episodes from arithmetic study rooms. meant as decision-making workouts, they current the uncooked facts of lecture room occasions in a simple means and are designed to stimulate research and mirrored image; impress a number of and occasionally conflicting interpretations of an occasion; convey to the fore deeply held ideals of starting and skilled academics to allow them to be reconsidered; and have interaction execs in pedagogical challenge fixing within the context of advanced school room settings. This quantity displays the transforming into curiosity in instances as a pedagogical software in instructor expert improvement. The situations are prepared to soak up key topics of the NCTM expert educating criteria in ways in which will support and help academics, instructor educators, and curriculum and employees improvement experts in studying to evaluate and in linking evaluate with curriculum, educating, and studying. even supposing every one case includes many rules for linking evaluation with curriculum and guideline, the main robust use of those fabrics is living of their layout meant to foster conversations between teams colleagues. The editors' field-testing of the cases--in preliminary instructor certification classes and in in-service workshops--has proven that they advised enticing and significant research via quite a few analytic lenses. A videotape containing vignettes for 4 of the instances within the Casebook is on the market with this ebook. Transcriptions of the video vignettes are published within the case fabrics within the e-book. direction teachers improvement facilitators will desire either the Casebook and the videotape and may order the Casebook/Video set. The video is usually ordered individually.
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Extra resources for Using Assessment To Reshape Mathematics Teaching: A Casebook for Teachers and Teacher Educators, Curriculum and Staff Development Specialists
Our reflection led us to ask more questions: What might Mr. Vince have done to draw out the relevant mathematics that students needed to construct a working definition of similarity? How does a teacher take into account the experiences and meanings that students bring with them to the mathematics classroom that may interfere with the point? Thinking About Next Steps One course of action available to Mr. Vince was to acknowledge the common meanings that students attached to the term similar and Where those meanings came from.
Mathematicians probably believe that this is really a moot point. In mathematics, we define the axes and points and then consider the ramifications of our definitions. But these students did not have this luxury. They had no experience with setting definitions. They had no experience with considering how deciding on a particular definition has consequences for meaning making of interrelated ideas.
That's what I'm trying to get you guys to open up a little more. Now does everybody understand what Jessica was saying? Students:Yes, yes. Mr. Vince: Now, how, how do those figures that are stretched out either widthwise or lengthwise. How do those figures differ from one, two and three? Student: 'Cause of the size. They're different in the . . Mr. Vince: Well, now, wait a minute, wait a minute. Ah, Mugwump two and Mugwump three were bigger than Mugwump one. Student: Yeah. Mr. Vince: So, their size is different too, but they don't look like Cuzz and Wuzz.