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Mathematical Thinking: From Assessment Items to Challenging Tasks
Sprache: Englisch
Verlag: National Council of Teachers of Mathematics (edition ), 2019
ISBN 10: 0873537734 ISBN 13: 9780873537735
Paperback. Zustand: Good. It's a preowned item in good condition and includes all the pages. It may have some general signs of wear and tear, such as markings, highlighting, slight damage to the cover, minimal wear to the binding, etc., but they will not affect the overall reading experience.
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Mathematical Thinking: From Assessment Items to Challenging Tasks
Sprache: Englisch
Verlag: National Council of Teachers of Mathematics, 2019
ISBN 10: 0873537734 ISBN 13: 9780873537735
Anbieter: Greenworld Books, Arlington, TX, USA
Verkäuferbewertung 5 von 5 Sternen
Zustand: good. Fast Free Shipping â" Good condition. It may show normal signs of use, such as light writing, highlighting, or library markings, but all pages are intact and the book is fully readable. A solid, complete copy that's ready to enjoy.
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Mathematical Thinking: From Assessment Items to Challenging Tasks
Sprache: Englisch
Verlag: National Council of Teachers of, 2019
ISBN 10: 0873537734 ISBN 13: 9780873537735
Anbieter: Half Price Books Inc., Dallas, TX, USA
Verkäuferbewertung 5 von 5 Sternen
paperback. Zustand: Very Good. Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority!
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Mathematical Thinking: From Assessment Items to Challenging Tasks
Sprache: Englisch
Verlag: National Council of Teachers of, 2019
ISBN 10: 0873537734 ISBN 13: 9780873537735
Paperback. Zustand: Good. Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority!
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20.5 cm, Paperback. Zustand: Gut. 148 S. : Ill. Private Widmung von Doris Göllner-Mohr auf Vorsatz. Lese- und Lagerspuren / Gutes Exemplar / H110 A-Z 52993 H110 ISBN 3000144463 Sprache: Deutsch Gewicht in Gramm: 450 Orig.-Ausg., 1. Aufl., Signierte Ausgabe.
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Emerald Publishing Inc, US, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Paperback. Zustand: New. This volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the item level followed by five chapters that report 2005 through 2013 student performance on specific assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high-school mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics topics.Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly what questions they were asked. A third theme is that changes in performance over time can sometimes but not always be understood in terms of what students are taught. For example, there were substantial gains on several grade 4 items requiring understanding of fractions and that is probably because the amount of instruction on fractions in grades 3 and 4 has been increasing. In contrast, while relatively few twelfth-grade students have ever been good at factoring trinomials, performance on this skill seems to be decreasing. This suggests that while more students are completing advanced mathematics courses in high school, these courses are not helping in the area of factoring trinomials. Finally, there are limitations to using NAEP as a measure of student performance on the Common Core State Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial gap between expectations and performance.
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What Mathematics Do Students Know and How Is That Knowledge Changing? : Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: GreatBookPrices, Columbia, MD, USA
Verkäuferbewertung 5 von 5 Sternen
Zustand: New.
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: California Books, Miami, FL, USA
Verkäuferbewertung 5 von 5 Sternen
Zustand: New.
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What Mathematics Do Students Know and How Is That Knowledge Changing? Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Emerald Publishing Limited, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: PBShop.store UK, Fairford, GLOS, Vereinigtes Königreich
Verkäuferbewertung 4 von 5 Sternen
EUR 66,01
EUR 5,75 Versand
Versand von Vereinigtes Königreich nach USAAnzahl: 15 verfügbar
In den WarenkorbPAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.
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Jakob Mohr (Sammlung Prinzhorn: Momografische Reihe / Prinzhorn Collection: Series of Monographs, 1)
Anbieter: PAPER CAVALIER US, Brooklyn, NY, USA
Verkäuferbewertung 4 von 5 Sternen
Zustand: as new. Appears unread. May have a retail sticker on back cover or remainder mark on the text block.
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What Mathematics Do Students Know and How is that Knowledge Changing?: Evidence from the National Assessment of Educational Progress (eng)
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: Brook Bookstore On Demand, Napoli, NA, Italien
Verkäuferbewertung 5 von 5 Sternen
EUR 67,83
EUR 6,80 Versand
Versand von Italien nach USAAnzahl: Mehr als 20 verfügbar
In den WarenkorbZustand: new.
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Frankfurt am Main - FrauenKZ Ravensbrück - Lebensspuren verfolgter Frauen
Verlag: Frankfurt, Verlag für Akademische Schriften VAS (= Schriftenreihe des Studienkreis Deutscher Widerstand 1933-1945, Band 2) 2009, 2009
ISBN 10: 3888644542 ISBN 13: 9783888644542
Anbieter: Antiquariat Orban & Streu GbR, Frankfurt am Main, Deutschland
Verkäuferbewertung 5 von 5 Sternen
Erstausgabe
SonderangebotEUR 8,40
EUR 38,00 Versand
Versand von Deutschland nach USAAnzahl: 2 verfügbar
In den Warenkorb4°. 125 S. mit zahlr. s/w-Abb. und (in rot gedruckte) Kartenausschnitte, mit einem Lesebändchen, illustr. original Pappband (Hardcover), schönes, sauberes Exemplare ohne nennenswerte Mängel Abholung im Ladengeschäft in Frankfurt am Main möglich - spart die Portokosten. Pickup at the store in Frankfurt am Main is possible and saves the shipping costs.
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What Mathematics Do Students Know and How is That Knowledge Changing?: Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: Majestic Books, Hounslow, Vereinigtes Königreich
Verkäuferbewertung 4 von 5 Sternen
EUR 69,64
EUR 7,45 Versand
Versand von Vereinigtes Königreich nach USAAnzahl: 3 verfügbar
In den WarenkorbZustand: New. pp. 277.
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What Mathematics Do Students Know and How Is That Knowledge Changing? : Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: GreatBookPricesUK, Woodford Green, Vereinigtes Königreich
Verkäuferbewertung 5 von 5 Sternen
EUR 65,89
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In den WarenkorbZustand: New.
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes Königreich
Verkäuferbewertung 5 von 5 Sternen
EUR 71,50
EUR 13,73 Versand
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In den WarenkorbZustand: New. In.
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What Mathematics Do Students Know and How is that Knowledge Changing?: Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing 2015-09-01, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: Chiron Media, Wallingford, Vereinigtes Königreich
Verkäuferbewertung 4 von 5 Sternen
EUR 70,34
EUR 17,76 Versand
Versand von Vereinigtes Königreich nach USAAnzahl: 10 verfügbar
In den WarenkorbPaperback. Zustand: New.
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What Mathematics Do Students Know and How is that Knowledge Changing?: Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: THE SAINT BOOKSTORE, Southport, Vereinigtes Königreich
Verkäuferbewertung 5 von 5 Sternen
EUR 66,00
EUR 19,43 Versand
Versand von Vereinigtes Königreich nach USAAnzahl: Mehr als 20 verfügbar
In den WarenkorbPaperback / softback. Zustand: New. New copy - Usually dispatched within 4 working days.
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: Kennys Bookshop and Art Galleries Ltd., Galway, GY, Irland
Verkäuferbewertung 5 von 5 Sternen
EUR 72,95
EUR 10,50 Versand
Versand von Irland nach USAAnzahl: Mehr als 20 verfügbar
In den WarenkorbZustand: New. 2015. Paperback. . . . . .
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What Mathematics Do Students Know and How is That Knowledge Changing?: Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Zustand: New. pp. 277.
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: Kennys Bookstore, Olney, MD, USA
Verkäuferbewertung 4 von 5 Sternen
Zustand: New. 2015. Paperback. . . . . . Books ship from the US and Ireland.
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What Mathematics Do Students Know and How Is That Knowledge Changing? : Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Anbieter: GreatBookPrices, Columbia, MD, USA
Verkäuferbewertung 5 von 5 Sternen
EUR 102,66
EUR 2,24 Versand
Versand innerhalb von USAAnzahl: Mehr als 20 verfügbar
In den WarenkorbZustand: New.
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Anbieter: California Books, Miami, FL, USA
Verkäuferbewertung 5 von 5 Sternen
Zustand: New.
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What Mathematics Do Students Know and How is that Knowledge Changing? Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Emerald Publishing Inc, US, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: Rarewaves USA United, OSWEGO, IL, USA
Verkäuferbewertung 5 von 5 Sternen
EUR 65,87
EUR 42,47 Versand
Versand innerhalb von USAAnzahl: Mehr als 20 verfügbar
In den WarenkorbPaperback. Zustand: New. This volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the item level followed by five chapters that report 2005 through 2013 student performance on specific assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high-school mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics topics.Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly what questions they were asked. A third theme is that changes in performance over time can sometimes but not always be understood in terms of what students are taught. For example, there were substantial gains on several grade 4 items requiring understanding of fractions and that is probably because the amount of instruction on fractions in grades 3 and 4 has been increasing. In contrast, while relatively few twelfth-grade students have ever been good at factoring trinomials, performance on this skill seems to be decreasing. This suggests that while more students are completing advanced mathematics courses in high school, these courses are not helping in the area of factoring trinomials. Finally, there are limitations to using NAEP as a measure of student performance on the Common Core State Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial gap between expectations and performance.
-
What Mathematics Do Students Know and How Is That Knowledge Changing? Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Emerald Publishing Limited, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Anbieter: PBShop.store UK, Fairford, GLOS, Vereinigtes Königreich
Verkäuferbewertung 4 von 5 Sternen
EUR 109,19
EUR 6,73 Versand
Versand von Vereinigtes Königreich nach USAAnzahl: 15 verfügbar
In den WarenkorbHRD. Zustand: New. New Book. Shipped from UK. Established seller since 2000.
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What Mathematics Do Students Know and How is that Knowledge Changing?: Evidence from the National Assessment of Educational Progress (eng)
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Anbieter: Brook Bookstore On Demand, Napoli, NA, Italien
Verkäuferbewertung 5 von 5 Sternen
EUR 110,97
EUR 6,80 Versand
Versand von Italien nach USAAnzahl: Mehr als 20 verfügbar
In den WarenkorbZustand: new.
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What Mathematics Do Students Know and How Is That Knowledge Changing? : Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Anbieter: GreatBookPrices, Columbia, MD, USA
Verkäuferbewertung 5 von 5 Sternen
EUR 119,87
EUR 2,24 Versand
Versand innerhalb von USAAnzahl: Mehr als 20 verfügbar
In den WarenkorbZustand: As New. Unread book in perfect condition.
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What Mathematics Do Students Know and How Is That Knowledge Changing? : Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: GreatBookPricesUK, Woodford Green, Vereinigtes Königreich
Verkäuferbewertung 5 von 5 Sternen
EUR 103,88
EUR 17,19 Versand
Versand von Vereinigtes Königreich nach USAAnzahl: Mehr als 20 verfügbar
In den WarenkorbZustand: As New. Unread book in perfect condition.
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What Mathematics Do Students Know and How is That Knowledge Changing?: Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232014 ISBN 13: 9781681232010
Anbieter: Majestic Books, Hounslow, Vereinigtes Königreich
Verkäuferbewertung 4 von 5 Sternen
EUR 117,48
EUR 7,45 Versand
Versand von Vereinigtes Königreich nach USAAnzahl: 3 verfügbar
In den WarenkorbZustand: New. pp. 277.
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What Mathematics Do Students Know and How is that Knowledge Changing: Evidence from the National Assessment of Educational Progress
Sprache: Englisch
Verlag: Information Age Publishing, 2015
ISBN 10: 1681232006 ISBN 13: 9781681232003
Anbieter: Mispah books, Redhill, SURRE, Vereinigtes Königreich
Verkäuferbewertung 4 von 5 Sternen
EUR 94,45
EUR 28,66 Versand
Versand von Vereinigtes Königreich nach USAAnzahl: 1 verfügbar
In den Warenkorbpaperback. Zustand: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
