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Mathematical Thinking: From Assessment Items to Challenging Tasks
Editore: National Council of Teachers of Mathematics (edition ), 2019
ISBN 10: 0873537734 ISBN 13: 9780873537735
Lingua: Inglese
Da: BooksRun, Philadelphia, PA, U.S.A.
Valutazione del venditore 5 su 5 stelle
EUR 8,22
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Aggiungi al carrelloPaperback. Condizione: Good. It's a preowned item in good condition and includes all the pages. It may have some general signs of wear and tear, such as markings, highlighting, slight damage to the cover, minimal wear to the binding, etc., but they will not affect the overall reading experience.
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Mathematical Thinking: From Assessment Items to Challenging Tasks
Editore: National Council of Teachers of Mathematics, 2019
ISBN 10: 0873537734 ISBN 13: 9780873537735
Lingua: Inglese
Da: World of Books (was SecondSale), Montgomery, IL, U.S.A.
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EUR 8,23
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Aggiungi al carrelloCondizione: Good. Good condition ex-library book with usual library markings and stickers.
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Mathematical Thinking: From Assessment Items to Challenging Tasks
Editore: National Council of Teachers of Mathematics, 2019
ISBN 10: 0873537734 ISBN 13: 9780873537735
Lingua: Inglese
Da: Greenworld Books, Arlington, TX, U.S.A.
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EUR 9,63
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Aggiungi al carrelloCondizione: good. Fast Free Shipping â" Good condition book with a firm cover and clean, readable pages. Shows normal use, including some light wear or limited notes highlighting, yet remains a dependable copy overall. Supplemental items like CDs or access codes may not be included.
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Mathematical Thinking: From Assessment Items to Challenging Tasks
Editore: National Council of Teachers of Mathematics, 2019
ISBN 10: 0873537734 ISBN 13: 9780873537735
Lingua: Inglese
Da: ThriftBooks-Atlanta, AUSTELL, GA, U.S.A.
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EUR 10,21
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Aggiungi al carrelloPaperback. Condizione: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.
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Mathematical Thinking: From Assessment Items to Challenging Tasks
Editore: National Council of Teachers of, 2019
ISBN 10: 0873537734 ISBN 13: 9780873537735
Lingua: Inglese
EUR 6,98
Convertire valutaEUR 3,23 per la spedizione in U.S.A.Quantità: 1 disponibili
Aggiungi al carrelloPaperback. Condizione: Good. Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority!
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Mathematical Thinking: From Assessment Items to Challenging Tasks
Editore: National Council of Teachers of Mathematics, 2019
ISBN 10: 0873537734 ISBN 13: 9780873537735
Lingua: Inglese
Da: ShowMe D Books, WALNUT GROVE, MO, U.S.A.
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EUR 38,15
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Aggiungi al carrelloCondizione: Good. Former library book with library markings on the cover and page edges. No writing or highlighting, pages are in good condition. Cover shows normal wear. Ships fast! Same or next business day! Thanks for supporting a small family business!
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Lingua: Inglese
Da: Lucky's Textbooks, Dallas, TX, U.S.A.
Valutazione del venditore 5 su 5 stelle
EUR 60,33
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Editore: Emerald Publishing Inc, US, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Lingua: Inglese
EUR 67,38
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Aggiungi al carrelloPaperback. Condizione: New. 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.
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Lingua: Inglese
Da: California Books, Miami, FL, U.S.A.
Valutazione del venditore 5 su 5 stelle
EUR 68,21
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Editore: Emerald Publishing Limited, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Lingua: Inglese
Da: PBShop.store UK, Fairford, GLOS, Regno Unito
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EUR 65,92
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Aggiungi al carrelloPAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.
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What Mathematics Do Students Know and How is That Knowledge Changing?: Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Lingua: Inglese
Da: Majestic Books, Hounslow, Regno Unito
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EUR 71,82
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Aggiungi al carrelloCondizione: New. pp. 277.
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What Mathematics Do Students Know and How Is That Knowledge Changing? : Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Lingua: Inglese
Da: GreatBookPricesUK, Woodford Green, Regno Unito
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What Mathematics Do Students Know and How is That Knowledge Changing?: Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Lingua: Inglese
Da: Books Puddle, New York, NY, U.S.A.
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Lingua: Inglese
Da: Kennys Bookshop and Art Galleries Ltd., Galway, GY, Irlanda
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Aggiungi al carrelloCondizione: New. 2015. Paperback. . . . . .
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Lingua: Inglese
Da: Ria Christie Collections, Uxbridge, Regno Unito
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What Mathematics Do Students Know and How is that Knowledge Changing?: Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Lingua: Inglese
Da: THE SAINT BOOKSTORE, Southport, Regno Unito
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EUR 67,06
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Aggiungi al carrelloPaperback / softback. Condizione: New. New copy - Usually dispatched within 4 working days.
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What Mathematics Do Students Know and How is that Knowledge Changing?: Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing 2015-09-01, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Lingua: Inglese
Da: Chiron Media, Wallingford, Regno Unito
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EUR 70,25
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Aggiungi al carrelloPaperback. Condizione: New.
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Lingua: Inglese
Da: Kennys Bookstore, Olney, MD, U.S.A.
Valutazione del venditore 5 su 5 stelle
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Aggiungi al carrelloCondizione: New. 2015. Paperback. . . . . . Books ship from the US and Ireland.
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Lingua: Inglese
Da: California Books, Miami, FL, U.S.A.
Valutazione del venditore 5 su 5 stelle
EUR 106,31
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Editore: Emerald Publishing Inc, US, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Lingua: Inglese
Da: Rarewaves USA United, OSWEGO, IL, U.S.A.
Valutazione del venditore 5 su 5 stelle
EUR 68,60
Convertire valutaEUR 43,00 per la spedizione in U.S.A.Quantità: Più di 20 disponibili
Aggiungi al carrelloPaperback. Condizione: New. 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.
-
What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Editore: Emerald Publishing Limited, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Lingua: Inglese
Da: PBShop.store UK, Fairford, GLOS, Regno Unito
Valutazione del venditore 5 su 5 stelle
EUR 109,05
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Aggiungi al carrelloHRD. Condizione: New. New Book. Shipped from UK. Established seller since 2000.
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Lingua: Inglese
Da: Lucky's Textbooks, Dallas, TX, U.S.A.
Valutazione del venditore 5 su 5 stelle
EUR 114,00
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What Mathematics Do Students Know and How is that Knowledge Changing?: Evidence from the National Assessment of Educational Progress (eng)
Editore: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Lingua: Inglese
Da: Brook Bookstore On Demand, Napoli, NA, Italia
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EUR 110,31
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What Mathematics Do Students Know and How Is That Knowledge Changing? : Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Lingua: Inglese
Da: GreatBookPricesUK, Woodford Green, Regno Unito
Valutazione del venditore 5 su 5 stelle
EUR 109,03
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What Mathematics Do Students Know and How is That Knowledge Changing?: Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Lingua: Inglese
Da: Majestic Books, Hounslow, Regno Unito
Valutazione del venditore 5 su 5 stelle
EUR 120,07
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Aggiungi al carrelloCondizione: New. pp. 277.
-
What Mathematics Do Students Know and How is that Knowledge Changing?: Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Lingua: Inglese
Da: THE SAINT BOOKSTORE, Southport, Regno Unito
Valutazione del venditore 5 su 5 stelle
EUR 110,17
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Aggiungi al carrelloHardback. Condizione: New. New copy - Usually dispatched within 4 working days. 756.
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Lingua: Inglese
Da: Ria Christie Collections, Uxbridge, Regno Unito
Valutazione del venditore 5 su 5 stelle
EUR 117,63
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What Mathematics Do Students Know and How is That Knowledge Changing?: Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Lingua: Inglese
Da: Books Puddle, New York, NY, U.S.A.
Valutazione del venditore 4 su 5 stelle
EUR 130,52
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Aggiungi al carrelloCondizione: New. pp. 277.
-
What Mathematics Do Students Know and How is that Knowledge Changing?: Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Lingua: Inglese
Da: Kennys Bookshop and Art Galleries Ltd., Galway, GY, Irlanda
Valutazione del venditore 5 su 5 stelle
EUR 120,54
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Aggiungi al carrelloCondizione: New. 2015. Illustrated. hardcover. . . . . .
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What Mathematics Do Students Know and How Is That Knowledge Changing? : Evidence from the National Assessment of Educational Progress
Editore: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Lingua: Inglese
Da: GreatBookPricesUK, Woodford Green, Regno Unito
Valutazione del venditore 5 su 5 stelle
EUR 120,53
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Aggiungi al carrelloCondizione: As New. Unread book in perfect condition.
