dc.creator |
Carmen M. Latterell |
|
dc.date |
2003-01-01T00:00:00Z |
|
dc.date.accessioned |
2015-07-20T22:41:41Z |
|
dc.date.available |
2015-07-20T22:41:41Z |
|
dc.identifier |
1062-9017 |
|
dc.identifier |
https://doaj.org/article/a713c43daac045e0a5bfd4e5a63fd837 |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/23372 |
|
dc.description |
An interesting question concerns how well NCTM-oriented students do on standardized mathematics tests. Another important question that has received less attention is: Are standardized tests truly measuring the skills that NCTM-oriented students have? Would other tests reveal skills that differentiate NCTM-oriented students from traditional students? Moreover, what are these skills? This paper contributes to the answers to these questions, and finds that students in one NCTM-oriented curriculum displayed such qualities as engagement, eagerness, communication, flexibility, and curiosity to a much higher degree than traditional students did. The implication given is that not only should we use standardized tests, but we should revise them and/or supplement them to measure the qualities that are not currently being measured. |
|
dc.publisher |
University of Georgia |
|
dc.relation |
http://math.coe.uga.edu/TME/Issues/v13n1/v13n1.Latterell.pdf |
|
dc.relation |
https://doaj.org/toc/1062-9017 |
|
dc.source |
Mathematics Educator, Vol 13, Iss 1, Pp 5-14 (2003) |
|
dc.subject |
Mathematics |
|
dc.subject |
QA1-939 |
|
dc.subject |
Science |
|
dc.subject |
Q |
|
dc.subject |
DOAJ:Mathematics |
|
dc.subject |
DOAJ:Mathematics and Statistics |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Mathematics |
|
dc.subject |
QA1-939 |
|
dc.subject |
Science |
|
dc.subject |
Q |
|
dc.subject |
DOAJ:Mathematics |
|
dc.subject |
DOAJ:Mathematics and Statistics |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Mathematics |
|
dc.subject |
QA1-939 |
|
dc.subject |
Science |
|
dc.subject |
Q |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Mathematics |
|
dc.subject |
QA1-939 |
|
dc.subject |
Science |
|
dc.subject |
Q |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Science |
|
dc.subject |
Q |
|
dc.subject |
Mathematics |
|
dc.subject |
QA1-939 |
|
dc.title |
Testing the Problem-Solving Skills of Students in an NCTM-Oriented Curriculum |
|
dc.type |
article |
|