Uncovering Student Thinking About Mathematics in the Common Core, Grades K-2

Informationen zum Autor 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 cöprincipal 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 cöprincipal 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. Klappentext Get to the core of your students' understanding of math!Quickly and reliably identify your primary students' math knowledge with these convenient and easy-to-implement diagnostic tools! Tobey and Fa Zusammenfassung Easy-to-implement diagnostic tools to help teachers quickly and reliably identify students' understanding of Common Core math concepts Inhaltsverzeichnis Preface: Mathematics Assessment Probes Acknowledgments About the Authors Chapter 1. Mathematics Assessment Probes Chapter 2. Counting and Cardinality Probes Chapter 3. Number and Operations in Base Ten Probes Chapter 4. Operations and Algebraic Thinking Probes Chapter 5. Measurement and Data Probes Chapter 6. Geometry Probes Chapter 7. Additional Considerations Appendix A. Information on the Standards for Mathematical Practice Appendix B. Developing Assessment Probes Appendix C. Action Research Reflection Template: QUEST Cycle References Index ...

Autorentext

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.

Klappentext

Get to the core of your students' understanding of math! Quickly and reliably identify your primary students' math knowledge with these convenient and easy-to-implement diagnostic tools! Tobey and Fa

Zusammenfassung
Easy-to-implement diagnostic tools to help teachers quickly and reliably identify students' understanding of Common Core math concepts

Inhalt

Preface: Mathematics Assessment Probes
Acknowledgments
About the Authors
Chapter 1. Mathematics Assessment Probes
Chapter 2. Counting and Cardinality Probes
Chapter 3. Number and Operations in Base Ten Probes
Chapter 4. Operations and Algebraic Thinking Probes
Chapter 5. Measurement and Data Probes
Chapter 6. Geometry Probes
Chapter 7. Additional Considerations
Appendix A. Information on the Standards for Mathematical Practice
Appendix B. Developing Assessment Probes
Appendix C. Action Research Reflection Template: QUEST Cycle
References
Index