| Autor: |
Hodkowski, Nicola M., Gardner, Amber, Jorgensen, Cody, Hornbein, Peter, Johnson, Heather L., Tzur, Ron |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 11/3/2016, p1581-1587, 7p |
| Abstrakt: |
In this paper we examine the application of Tzur's (2007) fine-grained assessment to the design of an assessment measure of a particular multiplicative scheme so that non-interview, good enough data can be obtained (on a large scale) to infer into elementary students' reasoning. We outline three design principles that surfaced through our recent effort to devise a sequence of items to assess at which stage--participatory or anticipatory--a child might have constructed the multiplicative double counting (mDC) scheme (Tzur et al., 2013). These principles include the nature and sequencing of prompts, number choice, and authenticity of responses. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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