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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
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
FullText Text:
  Availability: 0
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  Data: Supporting Teachers on Designing Problem-Posing Tasks as a Tool of Assessment to Understand Students' Mathematical Learning
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  Data: International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
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  Data: 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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