By The Staff of Natioal Council of Teachers of Mathematics
Read or Download Journal for Research in Mathematics Education Vol. 33, No. 2 March 2002 PDF
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Additional info for Journal for Research in Mathematics Education Vol. 33, No. 2 March 2002
Sample text
Wiliam, D. (1994). Assessing authentic tasks: Alternatives to mark-schemes. Nordic Studies in Mathematics Education, 2(1), 48–68. Winfield, L. F. (1995). Performance-based assessments: Contributor or detractor to equity? In M. T. Nettles & A. L. ), Equity and excellence in educational testing and assessment (pp. 221–241). Dordrecht, Netherlands: Kluwer Academic. Wolf, A. (1990). Testing investigations. In P. Dowling & R. ), Mathematics versus the National Curriculum (pp. 137–153). London: Falmer Press.
Gough & J. ), Mathematics: Exploring all angles (pp. 93–96). Brunswick, Victoria, Australia: Mathematics Association of Victoria. , & Yackel, E. (1990). Classrooms as learning environments for teachers and researchers. In R. B. Davis, C. A. Maher, & N. ), Constructivist views on the teaching and learning of mathematics (pp. 125–146). Reston, VA: National Council of Teachers of Mathematics. Confrey, J. (1990). What constructivism implies for teaching. In R. B. Davis, C. A. Maher, & N. ), Constructivist views on the teaching and learning of mathematics (pp.
Each lesson included an overview of the mathematical idea to be developed. Materials needed by teachers and students for each lesson were noted, and examples of student thinking derived from earlier work also were included. The lessons reflected a classroom organization that valued the role that teachers play in student learning, as well as the need for students to work cooperatively, to talk about ideas, and to use manipulative models to represent various rational number concepts. Each lesson began with the development of a mathematical idea or an extension of an idea previously introduced.
