Assessment of a Problem Posing Task in a Jamaican Grade Four Mathematics Classroom

Autor/in	Munroe, Kayan Lloyd
Titel	Assessment of a Problem Posing Task in a Jamaican Grade Four Mathematics Classroom
Quelle	In: Journal of Mathematics Education at Teachers College, 7 (2016) 1, S.51-58 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-1400
Schlagwörter	Foreign Countries; Grade 4; Mathematics Instruction; Problem Solving; Elementary School Students; Rural Schools; Pictorial Stimuli; Arithmetic; Formative Evaluation; Summative Evaluation; Cognitive Processes; Mathematics Skills; Reading Skills; Jamaica + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; Problemlösen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Fantasieanregung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Cognitive process; Kognitiver Prozess; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit
Abstract	This paper analyzes how a teacher of mathematics used problem posing in the assessment of the cognitive development of 26 students at the grade-four level. The students, ages 8 to 10 years, were from a rural elementary school in western Jamaica. Using a picture as a prompt, students were asked to generate three arithmetic problems and to offer their solution to one of these problems. The teacher used both formative and summative assessments to evaluate students' levels of cognition in mathematics. Formative assessment revealed that some students' mathematical ability were higher than their reading ability. Summative assessment showed that more advanced students generated more complex questions. The teacher was able to use the information gathered from the problem posing activity to create better lesson plans for the class. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01