**ERIC Number:**EJ1001837

**Record Type:**Journal

**Publication Date:**2012-Dec

**Pages:**9

**Abstractor:**ERIC

**Reference Count:**10

**ISBN:**N/A

**ISSN:**ISSN-1073-5836

Multidimensional Assessment of CCSSM

Bleiler, Sarah K.; Thompson, Denisse R.

Teaching Children Mathematics, v19 n5 p292-300 Dec 2012

Given the recent release and widespread state adoption of the Common Core State Standards for Mathematics (CCSSM), teachers across the country now have common goals related to what their students should understand about particular mathematical topics. The authors of CCSSM explain, "Asking a student to understand something means asking a teacher to assess whether the student has understood it" (CCSSI 2010, p. 4). Teachers know that although students may be able to perform a computation, state a definition, or provide an example, they may not actually understand the mathematics. So, what does it mean for students to understand mathematics, and how can teachers gauge this understanding? Researchers and educators have proposed several frameworks to use when thinking about what it means to "understand" mathematics. In this article, the authors propose adapting a model originally used for curriculum development (Usiskin 2007) as a multidimensional approach to assessing students' mathematical understanding across four dimensions: (1) Skills; (2) Properties; (3) Uses; and (4) Representations. This multidimensional approach to understanding, described by the acronym SPUR (Usiskin 2007), can give teachers useful information about the depth of their students' understanding of a mathematical topic. Here, the authors briefly examine the results from an international research project on elementary school students' mathematical attainment in relation to SPUR. Then they demonstrate how teachers might use SPUR as a guide for assessment in their classrooms, specifically in relation to CCSSM. (Contains 4 figures.)

Descriptors: State Standards, Curriculum Development, Elementary School Students, Mathematics Instruction, Mathematics Education, Interdisciplinary Approach, Research Projects, Academic Standards, Mathematics, Mathematical Concepts, Test Results, Test Items, Algebra, Geometry, Elementary School Mathematics, Mathematics Teachers

National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/

**Publication Type:**Journal Articles; Reports - Evaluative

**Education Level:**Elementary Education

**Audience:**N/A

**Language:**English

**Sponsor:**N/A

**Authoring Institution:**N/A