HOW CAN WE ASSESS MATHEMATICAL UNDERSTANDING?

被引：0

作者：

Barmby, Patrick ^{[1
]}

Harries, Tony ^{[1
]}

Higgins, Steve ^{[1
]}

Suggate, Jennifer ^{[1
]}

机构：

[1] Univ Durham, Durham DH1 3HP, England

来源：

PME 31: PROCEEDINGS OF THE 31ST CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 2 | 2007年

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In assessing students in mathematics, a problem we face is that we are all too often assessing only a limited part of their understanding. For example, when asking a student to carry out a multiplication calculation, are we really assessing their understanding of multiplication? To be clear about how we do this, we need to be clear about understanding itself Therefore, this paper begins by providing an overview of what we mean by this concept of understanding. Having established a working definition, we examine a range of possible approaches that we can bring to assessing understanding in mathematics.. The contribution of this paper is to clarify this link between assessment and understanding, and explain why more novel methods of assessment should be used for this purpose,

引用

页码：41 / 48

页数：8

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