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by Peter Kloosterman
Publisher: National Council of Teachers of Mathematics (October 1, 2006)
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Results and Interpretations of the 2003 Mathematics Assessment of the National Assessment of Educational Progress. by Peter Kloosterman.
book by Peter Kloosterman. Results and Interpretations of the 2003 Mathematics Assessment of the National Assessment of Educational Progress.
Cite this publication. With reference to methodology, the survey methodology described in Herbst and Chazan (2015)-illustrated in this paper as well as in others (. Dimmel, 2015)-is premised on the notion that it is feasible to study teaching at scale and to establish trends in the nature of mathematics teaching in school (as some have tried to do with NAEP items; see Chazan.
The preparation and teaching practices of . mathematics teachers: Grades 4 and 8. In P. Kloosterman, & F. K. Lester (Ed., Results and interpretations of the 1990 through 2000 mathematics assessments of the National Assessment of Educational Progress (pp. 221–269). Reston, VA: National Council of Teachers of Mathematics. Henningsen, . & Stein, M. (1997).
The National Assessment of Educational Progress (NAEP) is the largest continuing and nationally representative assessment of what . students know and can do in various subjects. NAEP is a congressionally mandated project administered by the National Center for Education Statistics (NCES), within the Institute of Education Sciences (IES) of the . Department of Education. The first national administration of NAEP occurred in 1969.
1 2. Design of the NAEP Mathematics Assessment Peter Kloosterman . Design of the NAEP Mathematics Assessment Peter Kloosterman and Hsueh-Chen Huang. gov/ nationsreportcard), this volume is the first compilation of results across administrations since that time.
The results showed that the three teachers used different types of. .The effects of classroom mathematics teaching on students’ learning. Ministry of Education in Taiwan (2003). The learning domain of ma thematics of grade 1-9 curriculum guidelines. Taipei: Ministry of Education.
The results showed that the three teachers used different types of mathematical tasks and implementation methods. One teacher focused on high cognitive demand tasks, most of which involved substantial group discussion and students working cooperatively. Even though the other two also used many high cognitive demand tasks, these were mainly presented via teacher-student dialogue.
Author National Council of Teachers of Mathematics Staff. ISBN13 9780317354386. More Books . ABOUT CHEGG.
ABSTRACT Math results from the National Assessment of Educational Progress (NAEP) are discussed and compared with results found in other subjects. Publication Date: 2012. Publication Name: Mathematics Teaching in the Middle School. New Perspectives on the Gender Stereotyping of Mathematics more.
National Assessments of Educational Achievement. VOLUME 1. Assessing National Achievement Levels in Education
National Assessments of Educational Achievement. Assessing National Achievement Levels in Education. The ndings, interpretations, and conclu-sions expressed in this volume do not necessarily reect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.