Using research in teaching: Notes from National Assessment: Basic concepts of area and volume

1975 ◽  
Vol 22 (6) ◽  
pp. 501-507
Author(s):  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
Mathematics Assessment ◽  
Direct Result ◽  
Real Problem ◽  
Educational Progress ◽  
National Assessment ◽  
Entire Area ◽  
The Real ◽  
Basic Concepts ◽  
Metric Measurement ◽  
Area And Volume

A direct result of the increased attention being focused on the metric system is the reexamination of the entire area of measurement in the curriculum. For many this reex amination has led to the conclusion that the real problem in teaching metric measurement will not be with the metric units but with basic concepts of measurement. This contention is supported by the results of selected measurement exercises from the mathematics assessment of the National Assessment of Educational Progress (NAEP). This article focuses on two of these exercises that tested fun damental area and volume concepts.

Decimals: Results and Implications from National Assessment

1981 ◽  
Vol 28 (8) ◽  
pp. 34-37
Author(s):  
Thomas P. Carpenter ◽  
Mary Kay Corbitt ◽  
Henry S. Kepner ◽  
Mary Montgomery Lindquist ◽  
Robert E. Reys
Keyword(s):  
Elementary School ◽  
Mathematics Assessment ◽  
School Mathematics ◽  
Educational Progress ◽  
National Assessment ◽  
Elementary School Mathematics ◽  
Formal Instruction ◽  
Common Fractions ◽  
Metric Measurement ◽  
Insight Into

Decimals are receiving more as well as earlier emphasis in today's elementary school mathematics programs. The increased use of calculators and metric measurement coupled with a reexamination of the appropriateness of the scope and sequence of common fractions provide impetus for such a change. The results of the second mathematics assessment of the National Assessment of Educational Progress (NAEP) can help us make this change effectively. They give some indication of how 9-year-olds handled decimals prior to much formal instruction and insight into areas of difficulty for 13-year-olds who have received instruction.

Results and implications of the NAEP mathematics assessment: elementary school

1975 ◽  
Vol 22 (6) ◽  
pp. 438-450
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
Elementary School ◽  
Age Groups ◽  
General Information ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
National Assessment

The National Assessment of Educational Progress (NAEP) has now reported its first mathematics assessment.* This article will examine the NAEP mathematics assessment for the two youngest age groups: 9-year-olds and 13-year-olds. The mathematics assessment was done in 1972-73 and will be repeated each five years, with about half of the exercises repeated from one assessment to the next. Previous articles in the Arithmetic Teacher (Foreman and Mehrens, 1968; Martin and Wilson, 1974) have provided information on the nature of the exercises, the procedures for assessment, the purposes of assessment, and general information on NAEP.

Using research in teaching: Notes from National Assessment: processes used on computational exercises

1976 ◽  
Vol 23 (3) ◽  
pp. 217-222
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
Mathematics Assessment ◽  
Educational Progress ◽  
National Assessment ◽  
Assessment And Evaluation ◽  
Evaluation Measures

Most assessment and evaluation measures check only for the result or answer obtained in a computation or in solving a problem. This note examines exercises from the Mathematics Assessment of the National Assessment of Educational Progress designed to examine some of the processes students use in doing computations, along with measuring their computation performance.

Results of The Second NAEP Mathematics Assessment: Secondary School

1980 ◽  
Vol 73 (5) ◽  
pp. 329-338 ◽  
Author(s):  
Thomas P. Carpenter ◽  
Mary Kay Corbitt ◽  
Henry S. Kepner ◽  
Mary Montgomery Lindquist ◽  
Robert Reys
Keyword(s):  
Secondary School ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
National Assessment ◽  
School Year ◽  
Educational Attainments ◽  
Comprehensive Data ◽  
Measure Change

The National Assessment of Educational Progress (NAEP) completed its second mathematics assessment during the 197778 school year. The two major goals of the assessment are to make available comprehensive data on specific educational attainments of young Americans and to measure change in their educational attainments.

Secondary School Results for the Fourth NAEP Mathematics Assessment: Discrete Mathematics, Data Organization and Interpretation, Measurement, Number and Operations

1988 ◽  
Vol 81 (4) ◽  
pp. 241-248
Author(s):  
Catherine A. Brown ◽  
Thomas P. Carpenter ◽  
Vicky L. Kouba ◽  
Mary M. Lindquist ◽  
Edward A. Silver ◽  
...  
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Mathematics Teacher ◽  
Mathematics Assessment ◽  
Discrete Mathematics ◽  
Data Organization ◽  
Seventh Grade ◽  
Educational Progress ◽  
National Assessment

This article is the first of two articles reporting on the seventh-grade and eleventh- grade results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP) administered in 1986. The elementary school results appear in companion articles in the Arithmetic Teacher (Kouba et al. 1988a, 1988b). Secondary school data from previous national assessments have been reported in the Mathematics Teacher (see, e. g., Carpenter et al. [1980, 1983))

The Second National Assessment in Mathematics: Area and Volume

1981 ◽  
Vol 74 (9) ◽  
pp. 704-708 ◽  
Author(s):  
James J. Hirstein
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Mathematics Assessment ◽  
Common Source ◽  
School Students ◽  
National Assessment ◽  
Important Measurement ◽  
Common Misconceptions ◽  
Area And Volume

Measurement concepts are important in school mathematics not only for providing applications of arithmetic content during the middle years but also for offering a common source of illustrations in algebra and geometry. Even more important, measurement concepts form the basis for all judgment with respect to the size of objects that we encounter daily. One of the topics included in the NAEP second mathematics assessment deals with the ability to use measurement concepts. The results of the items relating to area and volume suggest several common misconceptions about measurement among middle school and high school students.

Understanding Word Problems

1985 ◽  
Vol 32 (5) ◽  
pp. 13-17
Author(s):  
J. Dan Knifong ◽  
Grace M. Burton
Keyword(s):  
Real World ◽  
Word Problems ◽  
Professional Responsibility ◽  
Educational Progress ◽  
National Assessment ◽  
The Real ◽  
The Core ◽  
Mathematics Educators

The ability of nine- and thirteen-year-olds to solve word problems has declined significantly since the First National Assessment of Educational Progress in 1972–73 (Carpenter et al. 1980). This drop is unfortunate, because learning to solve word problems prepares students to use mathematics in the real world. Teaching children to think logically about word problems is at the core of the professional responsibility of mathematics educators.

Calculators in Testing Situations: Results and Implications from National Assessment

1981 ◽  
Vol 28 (5) ◽  
pp. 34-37
Author(s):  
Thomas P. Carpenter ◽  
Mary Kay Corbitt ◽  
Henry S. Kepner ◽  
Mary Montgomery Lindquist ◽  
Robert E. Reys
Keyword(s):  
Mathematics Curriculum ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
Mathematics Proficiency ◽  
National Assessment ◽  
School Settings ◽  
Widespread Access ◽  
Hand Calculator

Calculators are fast becoming a common and welcome computation tool in our society. The 1977–78 mathematics assessment of the National Assessment of Educational Progress (NAEP) revealed that over 75 percent of the 9-year-olds, 80 percent of the 13-year-olds, and 85 percent of the 17-year-olds bad access to at least one hand calculator. Clearly, calculators are available. Despite this widespread access to calculators, many questions regarding their use remain unanswered: How will calculators affect the mathematics proficiency of our youth? Should they be used in school settings? Will they alter the mathematics curriculum? (Suydam 1976, Esty and Payne 1976).

Secondary School Results for the Fourth NAEP Mathematics Assessment: Algebra, Geometry, Mathematical Methods, and Attitudes

1988 ◽  
Vol 81 (5) ◽  
pp. 337-397
Author(s):  
Catherine A. Brown ◽  
Thomas P. Carpenter ◽  
Vicky L. Kouba ◽  
Mary M. Lindquist ◽  
Edward A. Silver ◽  
...  
Keyword(s):  
Secondary School ◽  
Mathematics Assessment ◽  
Discrete Mathematics ◽  
Data Organization ◽  
Seventh Grade ◽  
Educational Progress ◽  
Mathematical Methods ◽  
National Assessment ◽  
Mathematics Course

This article is the second of two articles reporting on the seventh-grade and eleventh-grade results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP) administered in 1986. The first article (Brown et al. 1988) presented the background, methodology, and the results of students' performance on discrete mathematics, data organization and interpretation, number and operations, and measurement. This article reports students' performance on variables and relations, geometry, fundamental methods of mathematics, and attitudes. An analysis of eleventh-grade students' performance by mathematics course background was possible, and these data will be reported here where appropriate.

Soundoff: High School Geometry Should Be a Laboratory Course

1990 ◽  
Vol 83 (1) ◽  
pp. 4-5
Author(s):  
Ernest Woodward
Keyword(s):  
High School ◽  
Mathematics Assessment ◽  
Pythagorean Theorem ◽  
Educational Progress ◽  
National Assessment ◽  
Laboratory Course ◽  
High School Geometry ◽  
School Geometry

Present day instruction in geometry is ineffective. Results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP) (Brown et al. 1988) indicate that fewer than half the eleventh-grade students who had taken geometry could apply the Pythagorean theorem in a routine problem and that fewer than a third of these students could find the perimeter of a rhombus drawn on grid paper. Eleventh-grade students who had taken geometry performed only slightly better on spatialvisualization tasks than eleventh-grade students who had not taken geometry.

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