Assessment of Authentic Performance in School Mathematics

By Richard Lesh; Susan J. Lamon | Go to book overview

If mathematics educators neglect issues beyond the level of individual items and isolated objectives, they may find themselves in a situation similar to that of the peasant in the fairy tale who was granted three wishes by the genie in the magic bottle. They will get what they asked for, but not what they wanted.


REFERENCES

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Carraher, T. N., Carraher, D. W., and Schliemann, A. D. ( 1985). "Mathematics in the streets and in schools". British Journal of Developmental Psychology, 3, 21-29.

Collis, K. F., and Romberg, T. A. ( 1989). Assessment of mathematical performance: An analysis of open-ended test items. National Center for Research in Mathematical Sciences Education, Wisconsin Center for Education Research, School of Education. Madison, WI: University of Wisconsin.

Conference Board of the Mathematical Sciences. ( 1983). "The Mathematical Sciences Curriculum K-12: What is still fundamental and what is not". In Educating Americans for the 21st century: Source materials. National Science Board Commission on Precollege Education in Mathematics, Science, and Technology. Washington, DC: National Science Foundation, 1-23.

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Edgerton, H. A. ( 1985). Identifying high school seniors talented in science. Westinghouse Science Talent Search. Washington, DC: Science Service.

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Mathematical Sciences Education Board. ( 1989). Every one counts. A report to the nation on the future of mathematics education. Washington, DC: National Academy Press.

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