Authentic assessment for mathematical achievement

Gregory, Kerrie

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