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140122  eng 
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a 9789401719742

100 
1 

a Niss, M.
e [editor]

245 
0 
0 
a Investigations into Assessment in Mathematics Education
h Elektronische Ressource
b An ICMI Study
c edited by M. Niss

250 


a 1st ed. 1993

260 


a Dordrecht
b Springer Netherlands
c 1993, 1993

300 


a VI, 270 p
b online resource

505 
0 

a Assessment in Mathematics Education and its Effects: An Introduction  The Chain and the Arrow: From the History of Mathematics Assessment  The Relationship Between Assessment, Curriculum and Society  An International View of Mathematics Assessment — Through a Class, Darkly  Paradigms, Problems and Assessment: Some Ideological Implications  Epistemological Issues and Challenges to Assessment: What is Mathematical Knowledge?  How One Comes to Know: Models and Theories of the Learning of Mathematics  What Does to Assess Mean? The Case of Assessing Mathematical Knowledge  A Critical View of Assessment in Mathematics Education: Where is the Student as a Subject?  Assessing Mathematical Thinking and Learning Potential in Primary Grade Children  Diagnostic Assessment in Arithmetic  Challenges to the Improvement of Assessment Practice  Improving the Design and Balance of Mathematical Assessment  The Assessment of Performance Unit’s Monitoring Surveys 1978–1987  TIMSS: The Third International Mathematics and Science Study  The Validity of International Performance Comparisons  Visualizing a Theory of the Assessment of Students’ Knowledge of Mathematics

653 


a Mathematics / Study and teaching

653 


a Assessment and Testing

653 


a Mathematics Education

653 


a Educational tests and measurements

653 


a Mathematics

041 
0 
7 
a eng
2 ISO 6392

989 


b SBA
a Springer Book Archives 2004

490 
0 

a New ICMI Study Series

028 
5 
0 
a 10.1007/9789401719742

856 
4 
0 
u https://doi.org/10.1007/9789401719742?nosfx=y
x Verlag
3 Volltext

082 
0 

a 510.71

520 


a This book is one of the first to attempt a systematic indepth analysis of assessment in mathematics education in most of its important aspects: it deals with assessment in mathematics education from historical, psychological, sociological, epistmological, ideological, and political perspectives. The book is based on work presented at an invited international ICMI seminar and includes chapters by a team of outstanding and prominent scholars in the field of mathematics education. Based on the observation of an increasing mismatch between the goals and accomplishments of mathematics education and prevalent assessment modes, the book assesses assessment in mathematics education and its effects. In so doing it pays particular attention to the need for and possibilities of assessing a much wider range of abilities than before, including understanding, problem solving and posing, modelling, and creativity. The book will be of particular interest to mathematics educators who are concerned with the role of assessment in mathematics education, especially as regards innovation, and to everybody working within the field of mathematics education and related areas: in R&D, curriculum planning, assessment institutions and agencies, teacher trainers, etc
