ERIC Number: EJ844063
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 0
The Challenge of Formative Assessment in Mathematics Education: Children's Minds, Teachers' Minds
Ginsburg, Herbert P.
Human Development, v52 n2 p109-128 2009
The developmental psychology of mathematical thinking and the clinical interview method can make major contributions to education by transforming the process of formative assessment--the attempt to use information concerning student performance, knowledge, learning potential, and motivation to inform instruction. The clinical interview is a powerful method for learning about students' underlying cognitive competence. Cognitive developmental theory is essential because assessment is only as "valid" as the ideas on which it is based. Yet current theories of developmental trajectories need to be supplemented by consideration of obstacles that the student must overcome. These involve the mathematics, instructional materials and the teacher.
Descriptors: Interviews, Mathematics Education, Student Evaluation, Formative Evaluation, Instructional Materials, Developmental Psychology, Barriers, Student Development, Teacher Student Relationship, Child Development, Epistemology, Mathematical Concepts, Concept Formation, Cognitive Development, Learning Theories, Cognitive Ability, Mathematics Instruction
S. Karger AG. Allschwilerstrasse 10, P.O. Box CH-4009, Basel, Switzerland. Tel: +41-61-306-1111; Fax: +41-61-306-1234; e-mail: email@example.com; Web site: http://www.online.karger.com/journals/hde
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A