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ERIC Number: ED182174
Record Type: RIE
Publication Date: 1979-Dec
Pages: 53
Abstractor: N/A
Reference Count: 0
Mathematical Understanding: Selected Results from the Second Assessment of Mathematics.
Kahl, Stuart
This is one of a series of reports summarizing the results of the second mathematics assessment conducted by the National Assessment of Educational Progress (NAEP). Nine, 13- and 17-year-olds were assessed during the 1977-78 school year. The assessment measured achievement in various content areas at four levels of cognitive processes: knowledge, skill, understanding, and application. This report describes performance on the understanding items. Included are results for understanding of numbers and numeration, variables and relationships, geometry, measurement, and various other topics. The report also contains group results, age-level comparisons and observations on the results. The observations, consisting of a historical perspective, implications of the results, and recommendations, were made by a panel of people active in the field of mathematics education. Among the panel's five recommendations were: (1) An expanded definition of what is "basic" in mathematics is crucial to foster students' ability to cope with different types of mathematical tasks; (2) There is a need to promote understanding of concepts and to link skill development to problem-solving activities; and (3) There is a need for more consistent and comprehensive teacher education in the mathematics area. (MK) Primary type of information provided by report: Results (Selective).
Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (no price quoted); NAEP, 1860 Lincoln Street, Denver, CO 80295 ($3.85)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Education Commission of the States, Denver, CO. National Assessment of Educational Progress.
Identifiers: National Assessment of Educational Progress
Note: For related documents, see ED 176 964-965