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ERIC Number: EJ955412
Record Type: Journal
Publication Date: 2011-Mar
Pages: 5
Abstractor: ERIC
Reference Count: 1
ISBN: N/A
ISSN: ISSN-0025-5785
Capturing the Learning
Blinko, Janine
Mathematics Teaching, n221 p8-12 Mar 2011
There are many advantages to having a national approach to teaching and learning mathematics. In England the approach brought with it a number of elements; a national curriculum, national tests and later a framework for teaching mathematics. There have been many great things emerge from these developments... an enhanced understanding of progression; clarification of many aspects of mathematics; a wealth of written resources; a clearer agreement about levels, standards and entitlement; clear guidelines about what children should be learning and when; and many more. The teaching profession, as with many others, has become increasingly data driven. Unlike many other professions, measurable data is not always easy, or indeed appropriate, as so many aspects of teaching are subjective and instinctive. Thus educators find themselves in a position where they have to quantify, that which is not easily quantifiable... and to cite evidence to support any judgements that they make about children's development and mathematical understanding. In this article, the author explores building evidence of mathematical understanding from assessments of responses to "open tasks". There are some challenges related to both interpreting children's written mathematics, and capturing the understanding they demonstrate when they talk about mathematics. As a profession, educators are building some brilliant strategies for this, some of which are shared and discussed in this article.
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: admin@atm.org.uk; Web site: http://www.atm.org.uk/mt/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)