This book is one of the first to attempt a systematic in-depth analysis of assessment in mathematics education in most of its important aspects: it deals with assessment in mathematics education from historical, psychological, sociological, epistmological, ideological, and political perspectives. The book is based on work presented at an invited international ICMI seminar and includes chapters by a team of outstanding and prominent scholars in the field of mathematics education. Based on the observation of an increasing mismatch between the goals and accomplishments of mathematics education and prevalent assessment modes, the book assesses assessment in mathematics education and its effects. In so doing it pays particular attention to the need for and possibilities of assessing a much wider range of abilities than before, including understanding, problem solving and posing, modelling, and creativity. The book will be of particular interest to mathematics educators who are concerned with the role of assessment in mathematics education, especially as regards innovation, and to everybody working within the field of mathematics education and related areas: in R&D, curriculum planning, assessment institutions and agencies, teacher trainers, etc.
Author(s): M. Niss
Edition: 1
Publisher: Springer
Year: 1992
Language: English
Pages: 280
Investigations into Assessment in Mathematics Education An lCMI Study......Page 2
Table Of Contents......Page 4
Assessment in Mathematics Education and its Effects:
An Introduction......Page 6
The Chain And The Arrow: From The History of Mathematics Assessment......Page 36
The Relationship Belween Assessment, Curriculum And Society......Page 52
An International View Of Mathematics Assessment
- Through a Class, Darkly......Page 62
Paradigms, Problems And Assessment: Some Ideological Implications......Page 78
Epistemological Issues And Challenges To Assessment: What Is Mathematical Knowledge?......Page 92
How One Comes To Know: Models And Theories Of The Learning Of Mathematics......Page 102
What Does To Assess Mean? The Case Of Assessing Mathematical Knowledge......Page 118
A Critical View of Assessment in Mathematics Education:
Where is the Student as a Subject?......Page 148
Assessing Mathematical Thinking and Learning Potential
in Primary Grade Children......Page 162
Diagnostic Assessment In Arithmetic......Page 174
Challenges To The Improvement Of Assessment Pracfice......Page 190
Improving The Design And Balance Of Mathematical Assessment......Page 200
The Assessment Of Performance Unit's Monitoring Surveys 1978-1987......Page 222
TIMSS: The Third International Mathematics and Science Study......Page 234
The Validity Of International Performance Comparisons......Page 250
Visualizing A Theory Of Tile Assessment Of Sludents' Knowledge Of Mathematics......Page 258
Index......Page 270
