Assessments accompanying published textbooks: the extent to which mathematical processes are evident.

Autor/inn/en	Hunsader, Patricia D.; Thompson, Denisse R.; Zorin, Barbara; Mohn, Amanda Loyden; Zakrzewski, Jennifer; Karadeniz, Ilyas; Fisher, Elaine C.; MacDonald, George
Titel	Assessments accompanying published textbooks: the extent to which mathematical processes are evident.
Quelle	In: ZDM : mathematics education, 46 (2014) 5, S. 797-813 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704; 1863-9704/E
DOI	10.1007/s11858-014-0570-6
Schlagwörter	Mathematikunterricht; Schulbuch; Unterrichtsbeurteilung; Unterrichtsbeurteilung; Schulbuch; Mathematikunterricht
Abstract	Assessments accompanying published textbooks are often used by teachers in the USA as a primary means to evaluate students' mathematical knowledge. In addition to assessing content knowledge, assessments should provide insight into students' ability to engage with mathematical processes such as reasoning, communication, connections, and representations. We report here an analysis of the extent to which the assessments accompanying published textbooks in the USA at the elementary, middle grades, and high school levels provide opportunities for students to engage with these mathematical processes. Results indicate that in elementary grades, communication, connections, and graphics are not consistently emphasized across grade levels and publishers. In middle grades, students are rarely asked to record their reasoning or translate among representational forms of a concept. In high school geometry, students are given many opportunities to interpret and create graphics, but the same is not true for algebra. With the exception of connections, the results suggest that inconsistent emphasis is placed on the mathematical processes within assessments accompanying commercial textbooks in the USA.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2015/3