‘Finally, a book to help teachers differentiate math instruction using their own individualized, current data! The practical, simple-to-use formative assessments allow teachers to identify areas of difficulty, correct misconceptions, and guide learning.’
—Renee Peoples, Fourth Grade Teacher and K–5 District Math Facilitator
Swain County Schools, NC
‘This book offers ways for teachers to gain more insight into what their students know and don′t know.’
—Carol Amos, Teacher Leader/Mathematics Coordinator
Twinfield Union School, VT
25 targeted probes that gauge students′ mathematics comprehension in Grades K–5
Quickly identify each child′s level of understanding with these easy-to-use assessment tools! This sequel to the bestseller Uncovering Student Thinking in Mathematics answers teachers′ requests for more strategies to monitor classroom learning in real time. The authors provide 25 field-tested probes—brief, easily administered assessments—that can pinpoint students′ areas of struggle in mathematics. Aligned with NCTM standards, these grade-appropriate probes are easy to implement immediately and help teachers:
- Build on children′s current understandings while addressing their identified difficulties
- Quickly and objectively evaluate specific math skills
- Determine students′ common mistakes and obstacles to learning math
- Measure learners′ abilities and compare them to performance objectives
Tobey and Minton include their proprietary QUEST cycle model, which provides teachers with the necessary tools to make sound instructional choices and improve all students′ mathematical knowledge.
Mục lục
Foreword by Page Keeley
Preface
Acknowledgments
About the Authors
1. Mathematics Assessment Probes
2. Instructional Implications
3. Structure of Number Probes: Place Value, Number Charts, and Number Lines
4. Structure of Number Probes: Parts and Wholes and Equality
5. Structure of Number Probes: Computation and Estimation
6. Measurement, Geometry, and Data Probes: Quadrilaterals
Resource: Notes Template: QUEST Cycle
References
Index
Giới thiệu về tác giả
Leslie Minton is currently a mathematics consultant for Math Matters 2, Portland, Maine. She is currently providing individualized mathematics professional development to area schools and districts PK-8, as well as, teaching Math Methods courses at the University of Southern Maine. Previously, Leslie was a Project Director for the Maine Mathematics and Science Alliance, Augusta, Maine. She provided technical assistance to schools as well as designed a professional development course and diagnostic materials designed to support numeracy understanding. She is a fellow of the second cohort group of Governor’s Academy for Science and Mathematics Educators. She has taught regular and special education for grades 4-12. Leslie receive her B.S. in elementary and special education from the University of Maine at Farmington and her M.Ed in curriculum, instruction and assessment from Walden University. Currently she is completing a M.Ed program, Educational Design and Media Technology, Full Sail University.
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