Investigations into Assessment in Mathematics Education

1. Front Matter

   Pages i-vi

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2. Assessment in Mathematics Education and Its Effects: An Introduction

   • Mogens Niss

   Pages 1-30

3. The Chain and the Arrow: From the History of Mathematics Assessment

   • Jeremy Kilpatrick

   Pages 31-46

4. The Relationship between Assessment, Curriculum and Society

   • Geoffrey Howson

   Pages 47-56

5. An International View of Mathematics Assessment — Through a Class, Darkly

   • Jim Ridgway, Don Passey

   Pages 57-72

6. Paradigms, Problems and Assessment: Some Ideological Implications

   • Peter Galbraith

   Pages 73-86

7. Epistemological Issues and Challenges to Assessment: What is Mathematical Knowledge?

   • David Wheeler

   Pages 87-95

8. How One Comes to Know: Models and Theories of the Learning of Mathematics

   • Thomas A. Romberg

   Pages 97-111

9. What does to Assess Mean? The Case of Assessing Mathematical Knowledge

   • Antoine Bodin

   Pages 113-141

10. A Critical View of Assessment in Mathematics Education: Where is the Student as a Subject?

    • Stieg Mellin-Olsen

    Pages 143-156

11. Assessing Mathematical Thinking and Learning Potential in Primary Grade Children

    • Herbert P. Ginsburg, Susan F. Jacobs, Luz S. Lopez

    Pages 157-167

12. Diagnostic Assessment in Arithmetic

    • Bengt Johansson

    Pages 169-184

13. Challenges to the Improvement of Assessment Practice

    • John Izard

    Pages 185-194

14. Improving the Design and Balance of Mathematical Assessment

    • Malcolm Swan

    Pages 195-216

15. The Assessment of Performance Unit’s Monitoring Surveys 1978–1987

    • Derek Foxman

    Pages 217-228

16. TIMSS: The Third International Mathematics and Science Study

    • David F. Robitaille, J. Stuart Donn

    Pages 229-244

17. The Validity of International Performance Comparisons

    • Gila Hanna

    Pages 245-252

18. Visualizing a Theory of the Assessment of Students’ Knowledge of Mathematics

    • Norman L. Webb

    Pages 253-263

19. Back Matter

    Pages 265-270

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This book is one of the first to attempt a systematic in-depth 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.

• Arithmetic
• Problem-solving
• Trainer
• curriculum
• learning
• mathematics
• mathematics education

• Roskilde University, Denmark

  Mogens Niss

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