ERIC Number: ED372103
Record Type: Non-Journal
Publication Date: 1994-Apr
Reference Count: N/A
Assessment Reforms in Search of a Theory.
Wilson, Linda D.
Examination of the development of the standards documents of the National Council of Teachers of Mathematics (NCTM) points to constructivism as the central view of learning that underlies the reform movement in mathematics education. Constructivism is a theory of how learning occurs. It assumes that knowledge is not passively received, but rather is actively built up by the subject during cognition. The function of cognition is seen as adaptive, and it is assumed that cognition serves the subject's organization of the experiential world. Constructivists view mathematics as socially constructed. Certain assessment practices are more compatible with constructivism than they are with other theories of learning. The assessment standards as they have been created cannot be called either constructivist or nonconstructivist. They are aligned with constructivism in some respects and represent constructivism as it is usually reflected in mathematics reform efforts. In other respects, they reflect the divergent opinions of a group who needed substantial compromise to arrive at a practical document. (Contains 19 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Center for Research in Mathematical Sciences Education, Madison, WI.; Department of Education, Washington, DC.
Authoring Institution: N/A