Authentic assessment for mathematical achievement

ResearchSpace/Manakin Repository

Show simple item record

dc.contributor.author Gregory, Kerrie en
dc.date.accessioned 2015-04-10T02:09:43Z en
dc.date.available 2015-04-10T02:09:43Z en
dc.date.issued 2001-11 en
dc.identifier.citation ACE papers, Issue 11: Issues in Mathematics Education, Paper 4. en
dc.identifier.uri http://hdl.handle.net/2292/25107 en
dc.description These ACE working papers were a publication of the Auckland College of Education and the last of these was produced in 2006. en
dc.description.abstract This paper explores assessment in mathematics education with a particular focus on authentic assessment. It considers the politics that direct schools through the New Zealand mathematics curriculum and how schools may need to choose between a behaviourist or constructivist approach to their assessment. It questions whether we are getting true results from the data on low decile schools and what role ethnomathematics has to play in classrooms. It examines authentic assessment in a framework of political intentions/influences, learning theory and the development of authentic contexts in mathematics education en
dc.language.iso en en
dc.relation.ispartofseries ACE papers en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Authentic assessment for mathematical achievement en
dc.type Technical Report en
pubs.issue 11 en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en


Full text options

This item appears in the following Collection(s)

Show simple item record

Share

Search ResearchSpace


Advanced Search

Browse