Romberg, Thomas A.
Overview
Works:  154 works in 371 publications in 2 languages and 10,786 library holdings 

Genres:  Conference papers and proceedings 
Roles:  Author, Editor, Other 
Classifications:  QA13, 510.71 
Publication Timeline
.
Most widely held works by
Thomas A Romberg
Standardsbased mathematics assessment in middle school : rethinking classroom practice(
Book
)
7 editions published in 2004 in English and held by 468 WorldCat member libraries worldwide
This volume takes an indepth look at the problems and practices involved in conducting formative assessments in middle school mathematics classrooms. Researchers and teachers identify the challenges teachers faced as they attempted to implement new assessment procedures
7 editions published in 2004 in English and held by 468 WorldCat member libraries worldwide
This volume takes an indepth look at the problems and practices involved in conducting formative assessments in middle school mathematics classrooms. Researchers and teachers identify the challenges teachers faced as they attempted to implement new assessment procedures
Addition and subtraction : a cognitive perspective by
Thomas P Carpenter(
Book
)
9 editions published in 1982 in English and held by 440 WorldCat member libraries worldwide
9 editions published in 1982 in English and held by 440 WorldCat member libraries worldwide
Reforming mathematics education in America's cities : the urban mathematics collaborative project(
Book
)
4 editions published in 1994 in English and held by 436 WorldCat member libraries worldwide
4 editions published in 1994 in English and held by 436 WorldCat member libraries worldwide
Mathematics assessment and evaluation : imperatives for mathematics educators by
Thomas A Romberg(
Book
)
10 editions published in 1992 in English and Undetermined and held by 411 WorldCat member libraries worldwide
This books contains papers written on issues related to externally mandated mathematics tests and their influence on school mathematics. Chapter 1 presents an overview of the book, including brief abstracts of each chapter. Chapter 2 presents a summary of the overall problems associated with the need for valid information. Remaining chapters include: (3) Implications of the National Council of Teachers of Mathematics (nctm) Standards for Mathematics Assessment (Norman Webb & Thomas A. Romberg); (4) Curriculum and Test Alignment (Thomas A. Romberg, and others); (5) State Assessment Test Development Procedures (James Braswell); (6) Test Development Profile of a StateMandated LargeScale Assessment Instrument in Mathematics (Tej Pandey); (7) Assessing Students' Learning in Courses Using Graphics Tools: a Preliminary Research Agenda (Sharon L. Senk); (8) Mathematics Testing with Calculators; Ransoming the Hostages (John G. Harvey); (9) Gender Differences in Test Taking: a Review (Margaret R. Meyer); (10) Communication and the Learning of Mathematics (David Clarke, and others); (11) Measuring Levels of Mathematical Understanding (Mark Wilson); (12) a Framework for the California Assessment Program to Report Students' Achievement in Mathematics (E. Anne Zarinnia & Thomas A. Romberg); (13) EvaluationSome Other Perspectives (Phillip C. Clarkson). A reference list organized by chapter contains 300 citations. Appendices include the nctm Evaluation Standards, a classification matrix, illustrative questions, history and rationale for student mathematics journals, smp Project student log sample pages, and the report of Vermont's Mathematics Portfolio Assessment Program. (Mkr)
10 editions published in 1992 in English and Undetermined and held by 411 WorldCat member libraries worldwide
This books contains papers written on issues related to externally mandated mathematics tests and their influence on school mathematics. Chapter 1 presents an overview of the book, including brief abstracts of each chapter. Chapter 2 presents a summary of the overall problems associated with the need for valid information. Remaining chapters include: (3) Implications of the National Council of Teachers of Mathematics (nctm) Standards for Mathematics Assessment (Norman Webb & Thomas A. Romberg); (4) Curriculum and Test Alignment (Thomas A. Romberg, and others); (5) State Assessment Test Development Procedures (James Braswell); (6) Test Development Profile of a StateMandated LargeScale Assessment Instrument in Mathematics (Tej Pandey); (7) Assessing Students' Learning in Courses Using Graphics Tools: a Preliminary Research Agenda (Sharon L. Senk); (8) Mathematics Testing with Calculators; Ransoming the Hostages (John G. Harvey); (9) Gender Differences in Test Taking: a Review (Margaret R. Meyer); (10) Communication and the Learning of Mathematics (David Clarke, and others); (11) Measuring Levels of Mathematical Understanding (Mark Wilson); (12) a Framework for the California Assessment Program to Report Students' Achievement in Mathematics (E. Anne Zarinnia & Thomas A. Romberg); (13) EvaluationSome Other Perspectives (Phillip C. Clarkson). A reference list organized by chapter contains 300 citations. Appendices include the nctm Evaluation Standards, a classification matrix, illustrative questions, history and rationale for student mathematics journals, smp Project student log sample pages, and the report of Vermont's Mathematics Portfolio Assessment Program. (Mkr)
Mathematics classrooms that promote understanding by
Elizabeth Fennema(
Book
)
11 editions published in 1999 in English and Spanish and held by 395 WorldCat member libraries worldwide
"This research was organized around content domains and/or continuing issues of education, such as equity and assessment of learning, and was guided by two common goals  defining mathematics content of the K12 curriculum in light of the changing mathematical needs of citizens for the 21st century, and identifying common components of classrooms that enable students to learn the redefined mathematics with understanding. To accomplish these goals, classrooms in which instruction facilitated the growth of understanding were established or studied. This volume reports and discusses the findings that grew out of this research, and subsequent papers and discussions among the scholars engaged in the endeavor."
11 editions published in 1999 in English and Spanish and held by 395 WorldCat member libraries worldwide
"This research was organized around content domains and/or continuing issues of education, such as equity and assessment of learning, and was guided by two common goals  defining mathematics content of the K12 curriculum in light of the changing mathematical needs of citizens for the 21st century, and identifying common components of classrooms that enable students to learn the redefined mathematics with understanding. To accomplish these goals, classrooms in which instruction facilitated the growth of understanding were established or studied. This volume reports and discusses the findings that grew out of this research, and subsequent papers and discussions among the scholars engaged in the endeavor."
Reform in school mathematics and authentic assessment(
Book
)
14 editions published in 1995 in English and held by 330 WorldCat member libraries worldwide
Today new ways of thinking about learning call for new ways for monitoring learning. Reform in School Mathematics builds from the vision that assessment can become the bridge for instructional activity, accountability, and teacher development. It places teachers in key roles while developing the theme that we cannot reform the way in which school mathematics is taught without radically reforming the ways the effects of that teaching are monitored. Among others, this volume addresses the issues of the specification of performance standards, the development of authentic tasks, the measure of status and growth or a combination, the development of psychometric models, and the development of scoring rubrics. The new models proposed in this book give teachers a wealth of nontraditional assessment strategies and concrete ways to obtain measures of both group and individual differences in growth
14 editions published in 1995 in English and held by 330 WorldCat member libraries worldwide
Today new ways of thinking about learning call for new ways for monitoring learning. Reform in School Mathematics builds from the vision that assessment can become the bridge for instructional activity, accountability, and teacher development. It places teachers in key roles while developing the theme that we cannot reform the way in which school mathematics is taught without radically reforming the ways the effects of that teaching are monitored. Among others, this volume addresses the issues of the specification of performance standards, the development of authentic tasks, the measure of status and growth or a combination, the development of psychometric models, and the development of scoring rubrics. The new models proposed in this book give teachers a wealth of nontraditional assessment strategies and concrete ways to obtain measures of both group and individual differences in growth
Understanding mathematics and science matters(
Book
)
7 editions published in 2005 in English and held by 304 WorldCat member libraries worldwide
Drawing on conclusions from 19962001 research conducted by the National Center for Improving Student Learning in Mathematics and Science, this volumes details education reform in math and science instruction. Topics include developing modeling and argument in the elementary grades, developing algebraic reasoning in the elementary school, learning mathematics in high school, changing teachers' professional work in mathematics, teacher collaboration, and research in assessment practices
7 editions published in 2005 in English and held by 304 WorldCat member libraries worldwide
Drawing on conclusions from 19962001 research conducted by the National Center for Improving Student Learning in Mathematics and Science, this volumes details education reform in math and science instruction. Topics include developing modeling and argument in the elementary grades, developing algebraic reasoning in the elementary school, learning mathematics in high school, changing teachers' professional work in mathematics, teacher collaboration, and research in assessment practices
Toward effective schooling : the IGE experience(
Book
)
5 editions published in 1985 in English and held by 244 WorldCat member libraries worldwide
5 editions published in 1985 in English and held by 244 WorldCat member libraries worldwide
Rational numbers : an integration of research by
Thomas P Carpenter(
Book
)
14 editions published between 1992 and 2012 in English and held by 238 WorldCat member libraries worldwide
Until recently there had been relatively little integration of programs of research on teaching, learning, curriculum, and assessment. However, in the last few years it has become increasingly apparent that a more unified program of research is needed to acquire an understanding of teaching and learning in schools that will inform curriculum development and assessment. The chapters in this volume represent a first step toward an integration of research paradigms in one clearly specified mathematical domain. Integrating a number of different research perspectives is a complex task, and ways mus
14 editions published between 1992 and 2012 in English and held by 238 WorldCat member libraries worldwide
Until recently there had been relatively little integration of programs of research on teaching, learning, curriculum, and assessment. However, in the last few years it has become increasingly apparent that a more unified program of research is needed to acquire an understanding of teaching and learning in schools that will inform curriculum development and assessment. The chapters in this volume represent a first step toward an integration of research paradigms in one clearly specified mathematical domain. Integrating a number of different research perspectives is a complex task, and ways mus
Different ways children learn to add and subtract by
Thomas A Romberg(
Book
)
7 editions published in 1987 in English and held by 208 WorldCat member libraries worldwide
This monograph summarises the findings from five related studies carried out in Sandy Bay, Tasmania, in 197980. The overall purpose of the studies was to examine whether children in Years 13 who differed in cognitive capacity learned to add and subtract in different ways. The first study was a cross sectional survey designed to determine the memory capacity of a population of children. The second study was designed to portray performance differences on a variety of mathematically related developmental tasks for the same population of children. Data from these two studies were used to form groups of children who different in cognitive capacity. Six groups were formed via cluster analysis, with memory capacity being the primary distinguishing characteristic. The third, fourth, and fifth studies each used a sample of students from the six cluster groups across grades. The third study examined both the performance and the strategies these children used to solve a structured set of addition and subtraction word problems. The fourth study involved repeated assessment of the children's performance on items measuring objectives related to addition and subtraction. In the last study these children and their teachers were observed during classroom instruction in mathematics to see how addition and subtraction were taught and whether or not instruction was related to the children's cognitive capacity. The results show that children's differences in capacity were reflected in their performance on both verbal and standard problems and in the strategies they used to solve problems
7 editions published in 1987 in English and held by 208 WorldCat member libraries worldwide
This monograph summarises the findings from five related studies carried out in Sandy Bay, Tasmania, in 197980. The overall purpose of the studies was to examine whether children in Years 13 who differed in cognitive capacity learned to add and subtract in different ways. The first study was a cross sectional survey designed to determine the memory capacity of a population of children. The second study was designed to portray performance differences on a variety of mathematically related developmental tasks for the same population of children. Data from these two studies were used to form groups of children who different in cognitive capacity. Six groups were formed via cluster analysis, with memory capacity being the primary distinguishing characteristic. The third, fourth, and fifth studies each used a sample of students from the six cluster groups across grades. The third study examined both the performance and the strategies these children used to solve a structured set of addition and subtraction word problems. The fourth study involved repeated assessment of the children's performance on items measuring objectives related to addition and subtraction. In the last study these children and their teachers were observed during classroom instruction in mathematics to see how addition and subtraction were taught and whether or not instruction was related to the children's cognitive capacity. The results show that children's differences in capacity were reflected in their performance on both verbal and standard problems and in the strategies they used to solve problems
Integrating research on the graphical representation of functions by
Thomas A Romberg(
Book
)
13 editions published between 1993 and 2012 in English and Undetermined and held by 207 WorldCat member libraries worldwide
This volume focuses on the important mathematical idea of functions that, with the technology of computers and calculators, can be dynamically represented in ways that have not been possible previously. The book's editors contend that as result of recent technological developments combined with the integrated knowledge available from research on teaching, instruction, students' thinking, and assessment, curriculum developers, researchers, and teacher educators are faced with an unprecedented opportunity for making dramatic changes
13 editions published between 1993 and 2012 in English and Undetermined and held by 207 WorldCat member libraries worldwide
This volume focuses on the important mathematical idea of functions that, with the technology of computers and calculators, can be dynamically represented in ways that have not been possible previously. The book's editors contend that as result of recent technological developments combined with the integrated knowledge available from research on teaching, instruction, students' thinking, and assessment, curriculum developers, researchers, and teacher educators are faced with an unprecedented opportunity for making dramatic changes
Individually guided mathematics by
Thomas A Romberg(
Book
)
4 editions published between 1976 and 1977 in English and held by 171 WorldCat member libraries worldwide
Manuel à destination des professeurs de mathématiques qui désirent utiliser l'enseignement individualisé
4 editions published between 1976 and 1977 in English and held by 171 WorldCat member libraries worldwide
Manuel à destination des professeurs de mathématiques qui désirent utiliser l'enseignement individualisé
The impact of reform instruction on student mathematics achievement : an example of a summative evaluation of a standardsbased
curriculum by
Thomas A Romberg(
Book
)
9 editions published between 2008 and 2011 in English and held by 135 WorldCat member libraries worldwide
Summarizing data derived from a study of the implementation of one standardsbased middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life
9 editions published between 2008 and 2011 in English and held by 135 WorldCat member libraries worldwide
Summarizing data derived from a study of the implementation of one standardsbased middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life
Changes in school mathematics : curricular changes, instructional changes, and indicators of changes by
Thomas A Romberg(
Book
)
5 editions published between 1988 and 1990 in English and held by 86 WorldCat member libraries worldwide
5 editions published between 1988 and 1990 in English and held by 86 WorldCat member libraries worldwide
Using research in the professional life of mathematics teachers by International Congress on Mathematical Education(
Book
)
5 editions published between 1985 and 1988 in English and held by 83 WorldCat member libraries worldwide
5 editions published between 1985 and 1988 in English and held by 83 WorldCat member libraries worldwide
Mandated school mathematics testing in the United States a survey of state mathematics supervisors by
Thomas A Romberg(
Book
)
3 editions published in 1989 in English and held by 82 WorldCat member libraries worldwide
3 editions published in 1989 in English and held by 82 WorldCat member libraries worldwide
Problemsolving studies in mathematics by
John G Harvey(
Book
)
5 editions published in 1980 in English and held by 79 WorldCat member libraries worldwide
5 editions published in 1980 in English and held by 79 WorldCat member libraries worldwide
The development and validation of a set of mathematical problemsolving superitems : executive summary of the NIE/ECS item
development project by
Thomas A Romberg(
Book
)
4 editions published in 1982 in English and held by 57 WorldCat member libraries worldwide
4 editions published in 1982 in English and held by 57 WorldCat member libraries worldwide
Allocated time and content covered in mathematics classrooms by
Thomas A Romberg(
Book
)
3 editions published in 1983 in English and held by 55 WorldCat member libraries worldwide
3 editions published in 1983 in English and held by 55 WorldCat member libraries worldwide
Mathematics by
Thomas A Romberg(
Book
)
6 editions published in 1990 in English and held by 53 WorldCat member libraries worldwide
6 editions published in 1990 in English and held by 53 WorldCat member libraries worldwide
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Related Identities
 Fennema, Elizabeth Other Author Editor
 Carpenter, Thomas P. Other Author Editor
 Dremock, Fae Editor
 Wisconsin Center for Education Research
 National Institute of Education (U.S.)
 Moser, James M. Editor
 Webb, Norman Other Author
 Collis, Kevin F. (Kevin Francis) Author
 Buchanan, Anne E. Author
 Shafer, Mary C.
Associated Subjects
Academic achievementEvaluation Addition AlgebraGraphic methods ArithmeticStudy and teaching Educational evaluation EducationResearch FractionsStudy and teaching Functions Individualized instruction Mathematical ability Mathematical abilityTesting Mathematics MathematicsStudy and teaching MathematicsStudy and teaching (Elementary) MathematicsStudy and teaching (Middle school)Evaluation MathematicsStudy and teaching (Secondary) MathematicsStudy and teachingEvaluation MathematicsStudy and teachingResearch Mathematics teachers MathematicsU.S. statesTesting Numbers, RationalStudy and teaching Problem solving Problem solvingAbility testing Problem solvingStudy and teaching ScienceStudy and teaching Subtraction United States