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ERIC Number: EJ816878
Record Type: Journal
Publication Date: 2007-Dec
Pages: 9
Abstractor: ERIC
Reference Count: 11
ISBN: N/A
ISSN: ISSN-0013-1172
Using Curriculum-Based Measurement for Formative Instructional Decision-Making in Basic Mathematics Skills
Fore, Cecil, III; Boon, Richard T.; Lawson, Carl, Sr.; Martin, Christopher
Education, v128 n2 p324-332 Dec 2007
Many students believe that math is something one learns about, but they do not understand that it is a tool for learning about other concepts. Mathematics is a language used to describe the relationship between objects, events, and time. Learning math requires that a student interacts with a system of symbols just as a person interacts with alphabetic symbols, syntactical and semantic rules when reading a book. Unfortunately, many students in the United States are not learning the "language" of math. According to the 21st Annual Report to Congress, students with disabilities have lower math skills that their general education peers. Teachers need a practical and user friendly method to increase the math achievement of all students, including students with disabilities. One method of increasing achievement is to formatively monitor progress in basic skills using a method known as curriculum-based measurement (CBM). The purpose of this article is to provide a brief overview of curriculum-based measurements in mathematics using a problem-solving model. (Contains 3 figures.)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A