|
|
|
What Mathematics Do Students Know and How Is That Knowledge Changing? Evidence from the National Assessment of Educational Progress
|
(Buch) |
Dieser Artikel gilt, aufgrund seiner Grösse, beim Versand als 3 Artikel!
| Inhalt: |
| This volume is intended for researchers, curriculum developers, policy makers, and classroom
teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades
assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the
design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the
item level followed by five chapters that report 2005 through 2013 student performance on specific
assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge
of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of
students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high¿school
mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and
using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics
topics.
Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has
slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have
significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly
what questions they were asked. A third theme is that changes in performance over time
can sometimes but not always be understood in terms of what students are taught. For
example, there were substantial gains on several grade 4 items requiring understanding of
fractions and that is probably because the amount of instruction on fractions in grades 3
and 4 has been increasing. In contrast, while relatively few twelfth¿grade students have ever
been good at factoring trinomials, performance on this skill seems to be decreasing. This
suggests that while more students are completing advanced mathematics courses in high
school, these courses are not helping in the area of factoring trinomials. Finally, there are
limitations to using NAEP as a measure of student performance on the Common Core State
Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial
gap between expectations and performance. |
|
i.d.R. innert 7-14 Tagen versandfertig
Newsfeed | 
Facebook | 
Twitter
