References
- Boaler, J. (2008). Promoting relational equity and high mathematics achievement through an innovative mixed ability approach. British Educational Research Journal 34(2), 167–194 https://doi.org/10.1080/01411920701532145
- Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education:Principles, Policy & Practice 5(1), 7-74.
- Black, P. & Wiliam, D. (2004). The formative purpose: Assessment must first promote learning. In: M. Wilson (Ed.), Towards coherence between classroom assessment and accountability:103rd Yearbook of the National Society for the Study of Education (Pt. 2, pp. 20-50). Chicago, IL:University of Chicago Press.
- Common Core State Standards Initiative (2011). Common Core State Standards for Mathematics (CCSSM). On line: http://www.corestandards.org/the-standards
- Cohen, D. K. (1990). A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis 12(3), 311-329. https://doi.org/10.3102/01623737012003311
- Cohen, E. G. & Lotan, R. A. (Eds.). (1997). Working for equity in heterogeneous classrooms: Sociological theory in practice. New York: Teachers College Press.
- Cuban, L. (1984). How teachers taught: Constancy and change in American classrooms, 1890-1980. New York: Longman.
- de Lange, J. (1999). A framework for classroom assessment in mathematics (Unpublished manuscript). Madison, WI: National Center for Improving Student Learning and Achievement in Mathematics and Science, Assessment Study Group. On line:http://www.fi.uu.nl/catch/products/framework/de_lange_framework.doc
- Donovan, M. S. & Bransford, J. D. (2005). How students learn: Mathematics in the classroom. Committee on How People Learn, A targeted report for teachers. Washington, DC: National Academies Press. ME 2005c.00906
- Fleming, M. & Chambers, B. (1983). Teacher-made tests: Windows on the classroom. In: W. E. Hathaway (Ed.), Testing in the schools (pp. 29-38). San Francisco, CA: Jossey-Bass.
- Gross, N.; Giaquinta, J. & Bernstein, M. (1971). Implementing educational innovations. New York: Basic Books.
- Horn, I. S. (2007). Fast kids, slow kids, lazy kids: Framing the mismatch problem in mathematics teachers' conversations. J. Learn. Sci. 16(1), 37-79. ME 2012a.00146
- Institute for Learning (2010). Accountable Talk Sourcebook: For classroom conversation that works. On line: http://ifl.lrdc.pitt.edu/ifl/index.php/download/index/ats/
- Kim, Hee-jeong (2013). Towards Teaching for Developing Students' Mathematical Reasoning: A Case Study on Teaching Formative Assessment Lessons In: Y. Choe, O. N. Kwon & B. E. Suh (Eds.), Proceedings of the 2013 Joint International Conference on Mathematics Education held at Seoul National University, Seoul 151-742, Korea; November 1-2, 2013 (pp. 521-531). Seoul, Korea: Korean Society of Mathematical Education.
- Kilpatrick, J.; Swafford, J. & Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press. ME 2002a.00209
- Mathematics Assessment Project, (2012). A brief guide for teachers and administrators. On line: http://map.mathshell.org/materials/background.php?subpage=formative
- National Council of Teachers of Mathematics [NCTM] (1991). Professional standards for teaching mathematics. Reston, VA: NCTM. ME 1991e.00332
- National Council of Teachers of Mathematics [NCTM] (1995). Assessment standards for teaching mathematics. Reston, VA: NCTM.
- National Council of Teachers of Mathematics [NCTM] (2000). Principles and standards for school mathematics. Reston, VA: NCTM. ME 1999f.03937 for discussion draft (1998)
- Schoenfeld, A. H. (2011). How we think: A theory of goal-oriented decision making and its educational applications. London: Routledge. ME 2013d.00138
- Schoenfeld, A. H. (2013). Classroom observations in theory and practice. ZDM, Int. J. Math. Educ. 45(4), 607-621. ME 2013e.00198 https://doi.org/10.1007/s11858-012-0483-1
- Shafer, M. C. & Romberg, T. A. (1999). Assessment in classrooms that promote understanding. In: E. Fennema & T. A. Romberg (Eds.), Mathematics Classrooms that Promote Understanding (pp.159-184). Mahwah, NJ: Lawrence Erlbaum Associates. ME 1999c.01410
- Shepard, L. A. (2000). The role of classroom assessment in teaching and learning. (CSE Technical Report 517). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Cited by
- Teacher Learning Opportunities Provided by Implementing Formative Assessment Lessons: Becoming Responsive to Student Mathematical Thinking pp.1573-1774, 2017, https://doi.org/10.1007/s10763-017-9866-7