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ERIC Number: ED489580
Record Type: Non-Journal
Publication Date: 2004-Jul
Pages: 8
Abstractor: Author
Supporting Teachers on Designing Problem-Posing Tasks as a Tool of Assessment to Understand Students' Mathematical Learning
Lin, Pi-Jen
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
The study was designed to support teachers on designing problem-posing tasks to understand students' mathematical learning. Seven classroom teachers and the researcher collaboratively set up a school-based team participating in an assessment project that assists teachers in implementing assessment integral to instruction. Four categories that the teachers generated problem-posing tasks included number sentences, pictorial representations or drawings, mathematics languages, and students' solutions collected in a class. Insight into teachers' understanding of students' learning was identified through students' responses to the problem-posing tasks. The tasks that students engaged in generating problems were a useful tool for assessing students' understanding and then informing teachers making further instructions. [For complete proceedings, see ED489538.]
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A