id: 06580973
dt: j
an: 2016c.00515
au: Munroe, Kayan Lloyd
ti: Assessment of a problem posing task in a Jamaican grade four mathematics
classroom.
so: J. Math. Educ. Teach. Coll. 7, No. 1, 51-58 (2016).
py: 2016
pu: Teachers College (TC), Columbia University, New York, NY
la: EN
cc: D62 D52 D42
ut: primary education; arithmetic; educational diagnosis; analysis of learning
outcomes; achievement measurement; formative assessment; summative
assessment; student activities; problem posing; open-ended problems;
teaching methods; research; experience reports; lesson planning
ci:
li:
ab: Summary: This paper analyzes how a teacher of mathematics used problem
posing in the assessment of the cognitive development of 26 students at
the grade-four level. The students, ages 8 to 10 years, were from a
rural elementary school in western Jamaica. Using a picture as a
prompt, students were asked to generate three arithmetic problems and
to offer their solution to one of these problems. The teacher used both
formative and summative assessments to evaluate studentsâ€™ levels of
cognition in mathematics. Formative assessment revealed that some
studentsâ€™ mathematical ability were higher than their reading
ability. Summative assessment showed that more advanced students
generated more complex questions. The teacher was able to use the
information gathered from the problem posing activity to create better
lesson plans for the class.
rv: