Abstract
In recent years, considerable attention has been paid to improving the range and balance of activities that take place in mathematics classrooms. More emphasis is being given to the tackling of practical, extended tasks, which develop higher order skills such as the ability to formulate a question in mathematical terms, select appropriate techniques, and interpret and communicate mathematical results. These aspects are now widely recognized as important and are described in documents around the world (MSEB, 1989, 1990; NCTM, 1989; CITMS, 1982; DES, 1989; NCC, 1989).
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© 1993 Springer Science+Business Media Dordrecht
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Swan, M. (1993). Improving the Design and Balance of Mathematical Assessment. In: Niss, M. (eds) Investigations into Assessment in Mathematics Education. New ICMI Study Series, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1974-2_13
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DOI: https://doi.org/10.1007/978-94-017-1974-2_13
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