Supporting Teachers on Designing Problem-Posing Tasks as a Tool of Assessment to Understand Students' Mathematical Learning
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| Title: | Supporting Teachers on Designing Problem-Posing Tasks as a Tool of Assessment to Understand Students' Mathematical Learning |
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| Language: | English |
| Authors: | Lin, Pi-Jen |
| Source: | International Group for the Psychology of Mathematics Education. 2004 28th(Bergen). |
| Availability: | International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org. |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2004 |
| Document Type: | Reports - Evaluative Speeches/Meeting Papers |
| Education Level: | Elementary Education |
| Descriptors: | Mathematics Instruction, Mathematics Education, Pictorial Stimuli, Evaluation Methods, Student Evaluation, Task Analysis, Problem Solving, Sentences |
| Abstract: | The study was designed to support teachers on designing problem-posing tasks to understand students' mathematical learning. Seven classroom teachers and the researcher collaboratively set up a school-based team participating in an assessment project that assists teachers in implementing assessment integral to instruction. Four categories that the teachers generated problem-posing tasks included number sentences, pictorial representations or drawings, mathematics languages, and students' solutions collected in a class. Insight into teachers' understanding of students' learning was identified through students' responses to the problem-posing tasks. The tasks that students engaged in generating problems were a useful tool for assessing students' understanding and then informing teachers making further instructions. [For complete proceedings, see ED489538.] |
| Abstractor: | Author |
| Number of References: | 13 |
| Entry Date: | 2006 |
| Accession Number: | ED489580 |
| Database: | ERIC |
| Abstract: | The study was designed to support teachers on designing problem-posing tasks to understand students' mathematical learning. Seven classroom teachers and the researcher collaboratively set up a school-based team participating in an assessment project that assists teachers in implementing assessment integral to instruction. Four categories that the teachers generated problem-posing tasks included number sentences, pictorial representations or drawings, mathematics languages, and students' solutions collected in a class. Insight into teachers' understanding of students' learning was identified through students' responses to the problem-posing tasks. The tasks that students engaged in generating problems were a useful tool for assessing students' understanding and then informing teachers making further instructions. [For complete proceedings, see ED489538.] |
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