Projects: Developing Assessment Items on the Basis of the Availability of a Calculator

1991 ◽  
Vol 84 (6) ◽  
pp. 498-500
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
Standardized Tests ◽  
Field Test ◽  
National Council ◽  
Item Pool ◽  
Test Items ◽  
Assessment Tests ◽  
Education Community ◽  
Statewide Assessment

In 1988 NCTM's Mathematics Education Trust (MET) sought the development of a pool of multiplechoice test items that used the calculator in testing mathematics achievement in grades 6-8. At that time very few standardized tests or statewide assessment tests permitted the use of calculators. It was felt that teachers and test developers would be more open to the use of calculators on tests if appropriate test items were devised. MET contracted with Terrence Coburn of Oakland Schools, Waterford, Michigan, to develop and field-test such an item pool. The results are presented in the publication Testing Using the Calculator, available from the National Council of Teachers of Mathematics for $6 a copy. MET's goal is that members of the mathematics education community will use the document. in furthering the use of calculators in the teaching and evaluation processes.

Mathematics Assessment for Students with Mild Disabilities: An Exploration of Content Validity

1996 ◽  
Vol 19 (2) ◽  
pp. 127-136 ◽  
Author(s):  
Rene S. Parmar ◽  
Richard Frazita ◽  
John F. Cawley
Keyword(s):  
Mathematics Achievement ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Content Validity ◽  
Mathematics Assessment ◽  
Assessment Instruments ◽  
National Council ◽  
Test Results ◽  
Mild Disabilities ◽  
Inappropriate Use

This article examines the content validity of selected standardized tests of mathematics achievement as it pertains to students with disabilities. Psychometricians have traditionally focused their analyses of standardized tests on technical aspects. The present paper focuses on content from the perspective of educators who are the primary consumers of test results. Therefore, our analyses are directed towards relating existing tests to curricula and instructional approaches. The Assessment Standards presented by the National Council of Teachers of Mathematics are used as a framework with which to evaluate the appropriateness and adequacy of assessment instruments. Problems with content validity of the tests are identified, including inadequate representation of content domains, inappropriate sequencing and placement of items, inappropriate use of age and grade-equivalent scores, and incorrect descriptor assigned to items.

Assessing For Learning: Using Calculators in Assessing Mathematics Achievement

1987 ◽  
Vol 35 (2) ◽  
pp. 21-23
Author(s):  
David E. Williams ◽  
Ann McAloon ◽  
G. Edith Robinson
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
Integrated Curriculum ◽  
Elementary Mathematics ◽  
Mathematics Classroom ◽  
Position Statement ◽  
National Council ◽  
Community Group ◽  
Support Materials ◽  
Extensive Training

In it “Position Statement on Calculators in the Mathematics Classroom” the National Council of Teachers of Mathematics recommends that calculators be integrated into all aspect of school mathematics, including class work, homework, and evaluation (NCTM 1986). This author cited the need for a comprehensive calculator proj ect encompassing all facet as of elementary mathematics education, a project that should include the development of a calculator-integrated curriculum. an extensive training program for teachers, the development of curriculum-support materials, change in textbook, workshops for parents and community group, and a change in evaluation of mathematics achievement (Williams 1987).

Grand Challenges and Opportunities in Mathematics Education Research

2015 ◽  
Vol 46 (2) ◽  
pp. 134-146 ◽  
Author(s):  
Michelle L. Stephan ◽  
Kathryn B. Chval ◽  
Jeffrey J. Wanko ◽  
Marta Civil ◽  
Michael C. Fish ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
National Council ◽  
Significant Progress ◽  
Mathematics Proficiency ◽  
Socioeconomic Groups ◽  
Number Of Factors ◽  
Challenges And Opportunities ◽  
Teaching Learning ◽  
Racial Ethnic

Mathematics education researchers seek answers to important questions that will ultimately result in the enhancement of mathematics teaching, learning, curriculum, and assessment, working toward “ensuring that all students attain mathematics proficiency and increasing the numbers of students from all racial, ethnic, gender, and socioeconomic groups who attain the highest levels of mathematics achievement” (National Council of Teachers of Mathematics [NCTM], 2014, p. 61). Although mathematics education is a relatively young field, researchers have made significant progress in advancing the discipline. As Ellerton (2014) explained in her JRME editorial, our field is like a growing tree, stable and strong in its roots yet becoming more vast and diverse because of a number of factors. Such growth begs these questions: Is our research solving significant problems? How do we create a system and infrastructure that will provide an opportunity to accumulate professional knowledge that is storable and shareable as we work together to address significant problems (Hiebert, Gallimore, & Stigler, 2002)? How do we “facilitate research and development that is coordinated, integrated, and accumulated” (Lesh et al., 2014, p. 167)?

Issues concerning Evidence

1992 ◽  
Vol 23 (4) ◽  
pp. 341-344
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Mathematical Education ◽  
National Council ◽  
Research Traditions ◽  
Quantitative Studies ◽  
Education Community ◽  
To Come

As noted in Bishop (1992), at the initial meeting of the International Congress on Mathematical Education (ICME) in 1969, only one presentation directly addressed the role of inquiry in mathematics education research. If ICME 1988 is an indicator, then such discussion will be a hallmark of the international interchange to be held in Quebec in August 1992. In 1994, the presses will release the 25th volume of the Journal for Research in Mathematics Education (JRME). At the Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics, Thomas Carpenter, outgoing editor of the JRME, remarked that whereas over 70% of volume 1 of the JRME reported purely quantitative studies, nearly 50% of the 1991 volume presented qualitative works (1992). Mathematics education research traditions still are evolving, in comparison to the more established research traditions in some disciplines, but the field is beginning to come of age. At this time it is reasonable for the mathematics education community to examine the varying approaches and traditions that characterize mathematics education research as well as the nature of evidence within these approaches and traditions.

National Council of Teachers of Mathematics: Building Bridges of Mathematical Understanding for All Children

1996 ◽  
Vol 89 (6) ◽  
pp. 536-539
Author(s):  
Jack Price
Keyword(s):  
Mathematics Education ◽  
Mathematical Understanding ◽  
National Council ◽  
The Past ◽  
Education Community

The theme “Building Bridges of Understanding” is especially important to the mathematics-education community. It proclaims the next steps that we all must take to make implementing the NCTM's Standards a long-lasting, successful effort to enhance mathematics education. Over the past two years, I have seen exciting changes taking place in many classrooms:

Research Advisory Committee Report: Mathematics Education Reform and Mathematics Education Research: Opportunities, Obstacles, and Obligations

1990 ◽  
Vol 21 (4) ◽  
pp. 287-292
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
National Research Council ◽  
National Commission ◽  
Committee Report ◽  
National Council ◽  
Nation At Risk ◽  
Education Community ◽  
And Mathematics ◽  
Excellence In Education

The mathematics education community is engaged in a level of refonn activity of remarkable breadth and intensity. This most recent context of educational refom1 was established in the early 1980s, in part through reports such as A Nation at Risk (National Commission on Excellence in Education. 1983). The content-based counterparts of these documents include the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, 1989a), Everybody Coums (National Research Council, 1989), Project 2061: Science for All Americans (American Association for the Advancement of Science, 1989), and the forthcoming Professional Standards for Teaching Mathematics (National Council of Teachers of Mathematics, 1989b).

scholarly journals PRESTASI BELAJAR MATEMATIKA DITINJAU DARI SIKAP OPTIMIS DAN PESIMIS SISWA SMA

2018 ◽  
Vol 1 (2) ◽  
pp. 19-24
Author(s):  
Lenny Kurniati ◽  
Asef Umar Fakhruddin
Keyword(s):  
High Schools ◽  
Mathematics Education ◽  
Mathematics Achievement ◽  
Mathematics Learning ◽  
Average Score ◽  
Learning Achievement ◽  
Research Hypothesis

Pessimism is the attitude or perspective of an individual who is depicted by uncertainty, despair, and there is no hope for something faced. Conversely, optimism is the attitude of someone who sees things positively. This study aims to find out how students who have optimistic and pessimistic attitudes, and find out the differences in students' mathematics achievement between optimistic and pessimistic students, and if there are better ones. This research was conducted in 4 (four) State High Schools in Semarang City, and 498 XII graders has been chosen randomly. The result is that 55% of students are pessimistic, and 45% are optimistic. The research hypothesis that there are differences in mathematics learning achievement between optimistic and pessimistic students has been proven in the results of this study. Significant differences were also confirmed through the results of statistical calculations, and can be indicated by the average score of the optimistic students is higher than pessimistic students. Further discussion is needed on the implications of the results of this study on mathematics education broadly.

Research Commentary: On Gap Gazing in Mathematics Education: The Need for Gaps Analyses

2008 ◽  
Vol 39 (4) ◽  
pp. 350-356
Author(s):  
Sarah Theule Lubienski
Keyword(s):  
Education Research ◽  
Public Opinion ◽  
Mathematics Education ◽  
Education Policy ◽  
Student Outcomes ◽  
Mathematics Education Research ◽  
Research And Practice ◽  
Education Community ◽  
Underserved Groups ◽  
Integrate Research

Analyses of disparities in students' mathematics experiences and outcomes are an essential part of efforts to promote equity. Scholars concerned about equity should not write off such analyses as mere “gap gazing.” Research on gaps between underserved groups and their more advantaged peers are important for shaping public opinion and informing education policy. Analyses of gaps also inform mathematics education research and practice, illuminating which groups and curricular areas are most in need of intervention and additional study. Instead of pulling back from gaps analyses, the mathematics education community should move toward more skilled and nuanced analyses and integrate research on instructional reforms with careful analyses of their impact on disparities in student outcomes broadly defined.

The Atlanta meeting of the National Council of Teachers of Mathematics

1964 ◽  
Vol 11 (6) ◽  
pp. 449-450
Keyword(s):  
High School ◽  
Elementary School ◽  
Mathematics Education ◽  
Rational Numbers ◽  
National Council ◽  
Peach Tree ◽  
College Level ◽  
Probability And Statistics ◽  
The City

In the height of autumn, the City of Peachtree Street in the Peach Tree State will be the locale of the Atlanta Meeting of the National Council of Teachers of Mathematics. This event, a first of its kind for Atlanta and for Georgia, is designed to attract persons interested in mathematics, kindergarten to the college level. From geometry in the kindergarten to probability and statistics in high school; from the rational numbers in the elementary school to applications of mathematics in the senior high school, from the role of reading to the role of the administrator in improving mathematics education; in short, whatever aspects of mathematics on the school and college levels fascinate one will be presented during the Atlanta Meeting, November 19-21, 1964.

Language Activities That Promote Awareness of Mathematics

1988 ◽  
Vol 36 (4) ◽  
pp. 6-9
Author(s):  
James S. Cangelosi
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Real World ◽  
Real Life ◽  
National Council ◽  
Life Meaning ◽  
The Real ◽  
Education Literature ◽  
Teaching Of Mathematics ◽  
Primary Focus

Developing students' abilities to rcason with mathematics and apply mathematics to the solution of problems occurring in the real world hould be a primary focus of school mathematics (National Council of Teachers of Mathematics 1980). However, most mathemati cal curricula seem to place more emphasis on memorization of fact and algorithm than on reasoning and problem solving (Romberg and Carpenter 1986). The mathematics education literature abound with ideas for reversing the emphasis on memorization and for guiding the teaching of mathematics so that it has real-life meaning for children. Included among the idea are the following:

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