Uncovering Student Thinking About Mathematics in the Common Core, Grades 3-5

25 Formative Assessment Probes
1. Auflage 2013
ISBN: 978-1-4522-7024-1
Verlag: Corwin

Buch, Englisch, 248 Seiten, Format (B × H): 216 mm x 280 mm, Gewicht: 634 g

Take the guesswork out of grades 3-5 math assessment!

Expertly pinpoint and reverse your students’ common math difficulties with this must-have resource from best-selling authors Cheryl Tobey and Carolyn Arline. You’ll find 25 research-based assessment probes designed specifically for Grades 3-5 and the new Common Core Standards for Mathematics. Learn to ask the right questions to uncover just where your students get confused, and apply practical strategies to get them quickly back on track – while learning is already underway. It’s all here in this detailed and time-saving guide.

Organized by strand, the probes will enable you to:

- Quickly and objectively identify and correct students’ difficulties

- Systematically address conceptual misunderstandings and procedural mistakes-- before they become long-term problems

- Plan targeted instruction and remediation in multiplication and division, problem solving, the four operations, factorization, and beyond

- Master the essential CCSM mathematical processes and proficiencies for Grades 3-5

With the help of sample student responses, extensive Teacher Notes, reproducibles, and research-based tips and resources, you’ll quickly eliminate the guesswork and join thousands of busy teachers who’ve used these easy-to-implement probes to foster solid math proficiency!

Autoren/Hrsg.

Tobey, Cheryl Rose

Fagan, Emily R.

Fachgebiete

• Mathematik | Informatik Mathematik Mathematik Allgemein
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Preface: Mathematics Assessment Probes
Acknowledgments
About the Authors
Chapter 1. Mathematics Assessment Probes
Questioning Student Understanding: Determine the Key Mathematical Concepts You Want Students to Learn
Uncovering Student Understanding: Use a Probe to Uncover Understandings and Areas of Difficulties
What Is the Structure of a Probe?
QUEST Cycle: Structure of the Supporting Teacher Notes
Beginning to Use the Probes
How to Navigate the Book
Final Chapter 1 Thoughts
Chapter 2. Operations and Algebraic Thinking Probes
Completing Number Sentences
Multiplication and Division Sentences (Number Models)
Classifying Numbers Card Sort
Which Answer Makes Sense? (Working With Remainders)
Evaluating Expressions
Chapter 3. Number and Operations: Base-Ten Probes
Rounding Whole Numbers
Subtracting Whole Numbers
Are They Equivalent?
Rounding Decimals
Adding Decimals
Decimal Division Estimates
Chapter 4. Number and Operations: Fractions Probes
Locating a Fraction on a Number Line
Equivalent Fractions Card Sort
Representing Decimals
Comparing to 1/2
Fraction Estimates: Addition
Chapter 5. Measurement and Data Probes
What Does the Graph Say?
Comparing Lengths
Estimating Measures
Comparing Metric Measures
Chapter 6. Geometry and Geometric Measurement Probes
Finding Area
Naming the Perimeter
Volume of the Box
Classifying Angles Card Sort
Names of the Shape
Chapter 7. Additional Considerations
Establishing Learning Targets
Individual Metacognition and Reflection (The 4Cs)
Giving Student Interviews
Addressing Individual Needs
Promoting Math Talk
Supporting the Mathematical Practices
Sharing Experiences and Promoting Professional Collaboration
Summary
Appendix A. Information on the Standards for Mathematical Practice
Appendix B. Developing Assessment Probes
Appendix C. Action Research Reflection Template: QUEST Cycle
References
Index

Über Autor(innen)

Fagan, Emily R.
Emily R. Fagan is a senior curriculum design associate at Education Development Center (EDC) in Massachusetts where she has developed print and online curricula as well as professional development and assessment materials in mathematics for fourteen years. She was Director of the MathScape Curriculum Center, a project funded by the National Science Foundation (NSF) to support schools, districts, and teachers in curriculum implementation, and she directed the revision of MathScape: Seeing and Thinking Mathematically (McGraw-Hill, 2005). She was a developer and facilitator of three NSF-funded projects, Addressing Accessibility in Mathematics and Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD) aimed at supporting struggling math learners, particularly those with learning disabilities, and Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) the inspiration for this book.

Fagan is the co-author of two books: Uncovering Student Thinking About Mathematics in the Common Core, Grades K-2 (2013) and its companion for grades 3-5, as well as book chapters and articles about curriculum implementation and instruction. Prior to joining EDC, Emily taught high school and middle school mathematics in Philadelphia and in Salem and Brookline, Massachusetts. She was a mentor teacher, math coach and member of the Massachusetts faculty of the Coalition of Essential Schools. She has long been interested in accessibility in mathematics education and improving opportunities for all students to learn and love math. While mathematics has been her focus for the last two decades, she has also taught science, social studies, and Spanish. Fagan holds an AB cum laude from Harvard University. She lives in Sudbury, Massachusetts, with her husband and their two children.

Tobey, Cheryl Rose
Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development.

Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co–principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co–principal investigator and project director for MMSA’s NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children.