NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1005131
Record Type: Journal
Publication Date: 2013-May-14
Pages: 25
Abstractor: As Provided
Reference Count: 60
ISSN: ISSN-1473-0111
Engaging Elementary Students with Mathematical Processes during Assessment: What Opportunities Exist in Tests Accompanying Published Curricula?
Hunsader, Patricia D.; Thompson, Denisse R.; Zorin, Barbara
International Journal for Mathematics Teaching and Learning, May 2013
In this paper, we present a framework used to analyze the extent to which assessments (i.e., chapter tests) accompanying three published elementary grades 3-5 curricula in the United States provide students with opportunities to engage with key mathematical processes. The framework uses indicators for five criteria to assess the processes of reasoning, communication, connections, and representation. The results from coding over 100 tests indicate that students had the most opportunities to engage with connections, and the fewest opportunities to engage with reasoning. The results suggest the need for more efforts to ensure that assessments focus not only on what students learn (i.e., the content) but also on how they learn (i.e., mathematical processes). (Contains 2 tables, 10 figures and 2 footnotes.)
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States