Mathematics Dynamic Assessment: Informal Assessment that Responds to the Needs of Struggling Learners in Mathematics

Autor/inn/en	Allsopp, David H.; Kyger, Maggie M.; Lovin, LouAnn; Gerretson, Helen; Carson, Katie L.; Ray, Sharon
Titel	Mathematics Dynamic Assessment: Informal Assessment that Responds to the Needs of Struggling Learners in Mathematics
Quelle	In: TEACHING Exceptional Children, 40 (2008) 3, S.6-16 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Mathematics Education; Informal Assessment; Learning Disabilities; At Risk Students; Standardized Tests; Mathematics Achievement; Teaching Methods; Educational Diagnosis; High Stakes Tests; Educational Strategies; Instructional Improvement; Special Education + Suchen Sie Ihr Suchwort? Mathematische Bildung; Learning handicap; Lernbehinderung; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Pedagogical diagnostics; Pädagogische Diagnostik; Lehrstrategie; Unterrichtsqualität; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Ms. Carlisi teaches middle school mathematics for students who were retained at least 1 year and who were identified as at risk of failure in mathematics. About half of her class of 14 students has identified learning disabilities and/or emotional and behavioral difficulties. Ms. Carlisi worries constantly that she is not going to be able to help them "catch up" by the time they take the mandated state high-stakes standardized assessment. She decides to use Mathematics Dynamic Assessment (MDA) to help her students. MDA is an informal mathematics assessment process that integrates four research-supported assessment practices for struggling learners: (1) Assessment of students' interests and experiences; (2) Concrete-representational-abstract assessment within authentic contexts; (3) Error pattern analyses; and (4) Flexible interviews. The MDA process provides teachers with important information about what students do and do not understand about foundational mathematics concepts, students' levels of understanding and abilities to express their understandings, and where students are in the learning sequence (frustration, instructional, mastery). The data collected through the MDA process provide teachers with an in-depth evaluation of their students' mathematical understandings and thinking that allows teachers to plan their instruction to address students' specific mathematical learning needs. (Contains 10 figures and 1 table.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10