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Investigations into Assessment in Mathematics Education : An ICMI Study
other
Editor(s):
Mogens Niss
Publication date
(Print):
1993
Publisher:
Springer Netherlands
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Human Resources and Assessment
Author and book information
Book
ISBN (Print):
978-90-481-4232-3
ISBN (Electronic):
978-94-017-1974-2
Publication date (Print):
1993
DOI:
10.1007/978-94-017-1974-2
SO-VID:
850d93ea-848d-439a-84a3-a464490910c4
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Book chapters
pp. 1
Assessment in Mathematics Education and Its Effects: An Introduction
pp. 31
The Chain and the Arrow: From the History of Mathematics Assessment
pp. 47
The Relationship between Assessment, Curriculum and Society
pp. 57
An International View of Mathematics Assessment — Through a Class, Darkly
pp. 73
Paradigms, Problems and Assessment: Some Ideological Implications
pp. 87
Epistemological Issues and Challenges to Assessment: What is Mathematical Knowledge?
pp. 97
How One Comes to Know: Models and Theories of the Learning of Mathematics
pp. 113
What does to Assess Mean? The Case of Assessing Mathematical Knowledge
pp. 143
A Critical View of Assessment in Mathematics Education: Where is the Student as a Subject?
pp. 157
Assessing Mathematical Thinking and Learning Potential in Primary Grade Children
pp. 169
Diagnostic Assessment in Arithmetic
pp. 185
Challenges to the Improvement of Assessment Practice
pp. 195
Improving the Design and Balance of Mathematical Assessment
pp. 217
The Assessment of Performance Unit’s Monitoring Surveys 1978–1987
pp. 229
TIMSS: The Third International Mathematics and Science Study
pp. 245
The Validity of International Performance Comparisons
pp. 253
Visualizing a Theory of the Assessment of Students’ Knowledge of Mathematics
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