Framework for diagnostic assessment of mathematics.

Autor/inn/en	Csíkos, Csaba; Gábri, Katalin; Lajos, Józsefné; Makara, Ágnes; Nunes, Terezinha; Szendrei, Julianna; Szitányi, Judit; Verschaffel, Lieven; Zsinkó, Erzsébet
Sonst. Personen	Csapó, Beno (Hrsg.); Szendrei, Mària B. (Hrsg.)
Titel	Framework for diagnostic assessment of mathematics.
Quelle	Budapest: Nemzeti Tankönyvkiadó (2011), 319 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	963-19-7217-8; 978-963-19-7217-7
Schlagwörter	Testkonstruktion; Kognitive Entwicklung; Problemlösen; Diagnostischer Test; Pädagogische Diagnostik; Testaufgabe; Testmethodik; Testtheorie; Schulsystem; Schuljahr 01; Schuljahr 02; Schuljahr 03; Schuljahr 04; Schuljahr 05; Schuljahr 06; Sekundarstufe I; Grundschule; Schüler; Schülerleistung; Curriculum; Textverständnis; Algebra; Arithmetik; Geometrie; Grundrechenart; Mathematik; Mathematikunterricht; Mathematische Kompetenz; Mathematisches Denken; Mathematisches Modell; Wissenschaftsdisziplin; Leistungsmessung; Modell; Theoriebildung; Ungarn
Abstract	In Chapter 1, the authors provide an overview of psychological issues related to the development, fostering and assessment of mathematical thinking. This chapter discusses the natural process of the development of reasoning using numbers and quantities, which may be encouraged and enhanced by efficient mathematics instruction. [Chapter 2 summarizes] research results related to mathematical literacy and the application of mathematical knowledge. Chapter 3 [...] discusses the organization of mathematics as a scientific discipline, what aspects of this knowledge are appropriate for teaching, what aspects are generally taught at schools, and what kind of content the science of mathematics offers for the task of developing mathematical thinking and for practical applications. [...] In Chapter 4, the authors discuss theoretical issues and practical solutions in the development of frameworks and outline the basic principles guiding the construction of the detailed contents of diagnostic assessments. This chapter serves as a link between the theoretical chapters and the detailed content descriptions. Chapter 5 [...] contains the detailed frameworks of diagnostic assessment. The purpose of this chapter is to provide a basis for the development of measurement tools, the test items. The contents of assessment are grouped according to the three dimensions mentioned above. For the purposes of diagnostic assessment, the first six grades of schooling are considered to constitute a continuous education process. The results of the assessments therefore place students according to their current level of development along scales spanning all six grades. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/1