Uncovering Student Thinking in Mathematics, Grades 6-12
30 Formative Assessment Probes for the Secondary Classroom
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Uncovering Student Thinking in Mathematics, Grades 6-12 by Cheryl Rose Tobey
Book DescriptionUse these targeted probes to assess students' grasp of key mathematical concepts! This resource provides secondary teachers with assessment tools to gauge learners' knowledge of core mathematical ideas. The authors provide 30 probesubrief, easily administered assessmentsuthat can determine students' thinking by revealing common understandings and misunderstandings and providing further elaboration of student thinking. This invaluable book: Combines standards, educational research findings, and practical craft knowledge Helps teachers modify math instruction to build on individual students' existing understandings while addressing their identified difficulties Offers examples that illustrate the faulty thinking students are likely to exhibit and typical obstacles they may encounter
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Book DetailsISBN: 9781412963770
(280mm x 216mm x 16mm)
Imprint: Corwin Press Inc
Publisher: SAGE Publications Inc
Publish Date: 19-Aug-2008
Country of Publication: United States
Books By Author Cheryl Rose Tobey
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This new volume from award-winning author Page Keeley and mathematics expert Cheryl Rose Tobey helps you improve student outcomes with 50 all-new formative assessment classroom techniques (FACTS) that are embedded throughout a cycle of instruction.
Bringing Math Students into the Formative Assessment Equation, Paperback (March 2015)
A professional resource for teachers that addresses the implementation of formative assessment as a comprehensive instructional model.
Uncovering Student Thinking About Mathematics in the Common Core, High School, Paperback (April 2014)
25 convenient assessments designed to help secondary mathematics teachers quickly and reliably uncover common maths misconceptions, make sound instructional decisions, and improve student skills and processes in algebra, geometry, statistics, probability, and more.
Uncovering Student Thinking About Mathematics in the Common Core, Grades 3-5, Paperback (January 2014)» View all books by Cheryl Rose Tobey
Systematically address common mathematical misunderstandings by children ages 8 to 11, with 20 easy-to-implement assessments for continuously monitored learning.
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Author Biography - Cheryl Rose Tobey
Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development. Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co-principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co-principal investigator and project director for MMSA's NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children. Carolyn B. Arline is a secondary mathematics educator, currently teaching high school students in Maine. Carolyn also works as a teacher leader in the areas of mathematics professional development, learning communities, assessment, systematic school reform, standards-based teaching, learning and grading, student-centered classrooms, and technology. She has previously worked as a mathematics specialist at the Maine Mathematics and Science Alliance (MMSA) and continues her work with them as a consultant. Carolyn is a fellow of the second cohort group of the Governor's Academy for Science and Mathematics Educators and serves as a mentor teacher with the current cohort. She participated as a mathematics mentor in the NSF-funded Northern New England Co-Mentoring Network (NNECN) and continues her role as a mentor teacher. She serves as a board member of the Association of Teachers of Mathematics in Maine (ATOMIM) and on local curriculum committees. Carolyn received her B.S. in secondary mathematics education from the University of Maine.
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