Understanding assessment while developing equitable teaching practices

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kerri Richardson, Chair and Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Our research focuses on a growth model of teachers’ ability to assess student learning as a result of creating equitable instruction for students in informal school settings. We describe data collected as part of a study examining the mathematical reasoning of Grades 3–5 students. Our research context took place in six elementary schools from rural and urban settings. Here, we focus on one of the schools by describing how a teacher began her instruction and over time, how she developed her assessment strategies to ensure that students obtained access to and support for algebraic reasoning, mathematical content, and discourse.

Additional Information

Proceedings of the 45th annual meeting of the Research Council on Mathematics Learning, Baton Rouge, LA
Language: English
Date: 2018
assessment, elementary school students, mathematics education

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