Belief-Based versus Evidence-Based Math Assessment and Instruction

Autor/inn/en	VanDerHeyden, Amanda M.; Codding, Robin S.
Titel	Belief-Based versus Evidence-Based Math Assessment and Instruction
Quelle	In: Communique, 48 (2020) 5, S.1 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	School Psychologists; Mathematics Instruction; Evidence Based Practice; Beliefs; Philosophy; Teaching Methods; Evaluation Methods; Student Evaluation; Mathematics Tests; Mathematics Anxiety; Direct Instruction; Learning Problems; Mathematical Concepts; Concept Formation; Executive Function; Intervention; Mathematics Achievement + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Mathematics lessons; Mathematikunterricht; Belief; Glaube; Philosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Lernproblem; Concept learning; Begriffsbildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Many school psychologists work in schools that have low proficiency rates on the year-end test of mathematics, which is concerning because math proficiency is a powerful indicator of long-term academic success. Addressing math instructional problems is not easy work. One reason the authors examine is that the work is so challenging for school psychologists is that there is a great deal of philosophy that is at odds with contemporary evidence, yet is embraced by the teachers, school coaches, and leaders who observe the large and persistent achievement gaps, care deeply about their students, and want to avoid harm. The result is tension between evidence-based and philosophy-based practices in math education. In the rest of this paper, they will discuss some common misunderstandings of math practices and summarize available evidence that school psychologists may use to advise systems in the thoughtful implementation of evidence-based practices in ways that bring mathematical success to more children. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01