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Peer reviewed Peer reviewed
ERIC Number: EJ536813
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0671
Assessing Conceptual Understanding in Mathematics: Representations, Problem Solutions, Justifications, and Explanations.
Niemi, David
Journal of Educational Research, v89 n6 p351-63 Jul-Aug 1996
Several measures of fraction knowledge were developed and administered to 540 fifth-grade students in 22 classrooms. Students were asked to represent their conceptual knowledge in several task contexts and formats. Level of representational knowledge predicted performance on problem solving, justification, and explanation tasks. The assessments provided diagnostic information on the level and quality of students' understanding. (SM)
Descriptors: Elementary Education, Elementary School Mathematics, Elementary School Students, Fractions, Grade 5, Knowledge Level, Mathematics Achievement, Problem Solving, Student Evaluation
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Justification (Logic)