Peer reviewed
Direct linkERIC Number: EJ1152077
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0963-8253
EISSN: N/A
Maths is More than Getting the Right Answer: Redressing the Balance through Observation
Little, Gawain; Horn, Jo; Gilroy-Lowe, Steph
FORUM: for promoting 3-19 comprehensive education, v59 n2 p207-216 2017
This article explains how high-stakes standardised tests are distorting primary school mathematics and failing to promote pupils' cognitive development. It argues for observation and journaling for both formative and summative assessment in order to recover an emphasis on reflective mathematical understanding and problem-solving.
Descriptors: High Stakes Tests, Standardized Tests, Elementary School Mathematics, Mathematics Education, Cognitive Development, Formative Evaluation, Summative Evaluation, Problem Solving, Mathematical Concepts, Concept Formation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
