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ERIC Number: EJ1217094
Record Type: Journal
Publication Date: 2019-Apr
Pages: 7
Abstractor: ERIC
ISSN: ISSN-1073-5836
What Can We Learn from Correct Answers?
Ebby, Caroline B.; Hulbert, Elizabeth T.; Fletcher, Nicole
Teaching Children Mathematics, v25 n6 p347-353 Apr 2019
Assessing student learning traditionally involves determining whether students can solve a certain percentage of problems correctly, under the assumption that this achievement indicates they have the knowledge and understanding they need to progress to new topics. This article explores what teachers can learn from looking closely at student strategies, even when most students in the class obtain the correct answer. Through an example from a second grade classroom, the authors explore how this approach helps teachers target diverse student needs to move all students forward toward building procedural fluency from conceptual understanding (NCTM 2014).
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Grade 2; Primary Education
Audience: Teachers
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1620888