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ERIC Number: EJ886970
Record Type: Journal
Publication Date: 2010-May
Pages: 6
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: ISSN-0025-5769
Using Portfolio Assignments to Assess Students' Mathematical Thinking
Fukawa-Connelly, Timothy; Buck, Stephen
Mathematics Teacher, v103 n9 p649-654 May 2010
Writing in mathematics can improve procedural knowledge and communication skills and may also help students better understand and then remember problems. The majority of mathematics teachers know that they ought to include some writing assignments in their instructional plans, but the challenge of covering the curriculum and the time required to plan and institute a learning activity of this nature are high hurdles. Researchers found that writing activities are most effective when they use an explicit and well-designed model and when they work in teams of teachers to support one another. The purpose of this article is to show how teachers have implemented a portfolio assessment model at an urban charter school with impressive results. It also describes some of the decisions that teachers have to make to use a portfolio assignment in class. The authors offer an alternative model for a portfolio assignment and show how they can teach students to create portfolios successfully at Prospect Hill Academy Charter School in Cambridge, Massachusetts. (Contains 5 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A