Uncovering Student Thinking in Mathematics, Grades 6-12: 30 Formative Assessment Probes for the Secondary Classroom by Cheryl Rose Tobey, Carolyn B. Arline

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Textbook (Paperback - Grades 6-12)

  • 248pp

Textbook Information

  • ISBN-13: 9781412963770
  • Edition Description: Grades 6-12
  • Edition Number: 1
  • Pub. Date: June 2008
  • Publisher: SAGE Publications

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Product Details

  • Pub. Date: June 2008
  • Publisher: SAGE Publications
  • Format: Textbook Paperback, 248pp

Synopsis

Use these targeted probes to assess students' grasp of key mathematical concepts!

This resource provides secondary teachers with assessment tools to gauge learners' knowledge of core mathematical ideas. The authors provide 30 probes-brief, easily administered assessments-that can determine students' thinking by revealing common understandings and misunderstandings and providing further elaboration of student thinking. This invaluable book:

  • Combines standards, educational research findings, and practical craft knowledge
  • Helps teachers modify math instruction to build on individual students' existing understandings while addressing their identified difficulties
  • Offers examples that illustrate the faulty thinking students are likely to exhibit and typical obstacles they may encounter

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Biography

Cheryl M. Rose is the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA). Her work at the MMSA is primarily in the areas of leadership, mathematics professional development, and school reform. She is currently the coprincipal investigator of the mathematics section of the NSF-funded project Curriculum Topic Study and principal investigator and project director of a Title IIa State Mathematics and Science Partnership Project, MATHS (Mathematics: Access and Teaching in High School). Prior to working on these projects, Rose was the coprincipal investigator and project director for MMSA's NSF-funded Local Systemic Change Initiative, BEAMM (Broadening Educational Access to Mathematics in Maine), and was a fellow in the Cohort 4 of the National Academy for Science and Mathematics Education Leadership. Before coming to the MMSA in 2001, Rose was a high school and middle school mathematics educator for 10 years. Rose received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd in curriculum and instruction from City University in Seattle.

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