Assessment Tests in the Mathematics Teaching Guides in Spain. Analysis of the Content Blocks and the Treatment of Arithmetic Word Problems

Autor/inn/en	Tárraga-Mínguez, Raúl; Tarín-Ibáñez, Julio; Lacruz-Pérez, Irene
Titel	Assessment Tests in the Mathematics Teaching Guides in Spain. Analysis of the Content Blocks and the Treatment of Arithmetic Word Problems
Quelle	In: Education Sciences, 11 (2021), Artikel 305 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tárraga-Mínguez, Raúl) ORCID (Tarín-Ibáñez, Julio) ORCID (Lacruz-Pérez, Irene)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Foreign Countries; Teaching Guides; Mathematics Tests; Problem Solving; Textbooks; Elementary School Mathematics; Arithmetic; Word Problems (Mathematics); Achievement Tests; International Assessment; Mathematics Achievement; Spain; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Lehrerhandbuch; Problemlösen; Textbook; Text book; Schulbuch; Lehrbuch; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Textaufgabe; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Spanien
Abstract	The teaching guides that complement textbooks have key importance in the assessment of competence in problem solving, because these materials contain the assessment tools that teachers frequently use to quantify the achievements of their students. In this paper, we set two aims: to analyze which curriculum contents are given priority in the assessment tests of the teaching guides; and to check to what extent these tests assess the steps of the mathematical problem solving process. For this, an analysis of the initial and final assessment tests of six Spanish publishers was conducted. The results show that the distribution of mathematical tasks by type of content does not fully conform to the theoretical framework proposed by TIMSS. In addition, only one of the six publishers considered the problem-solving process as evaluable. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01