Romberg, Thomas A.
Overview
Works:  201 works in 446 publications in 2 languages and 11,002 library holdings 

Genres:  Conference papers and proceedings Case studies Abstracts 
Roles:  Author, Editor, Other 
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 465 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 465 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
P. Thomas Carpenter(
Book
)
10 editions published in 1982 in English and held by 433 WorldCat member libraries worldwide
10 editions published in 1982 in English and held by 433 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 428 WorldCat member libraries worldwide
4 editions published in 1994 in English and held by 428 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 held by 407 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 held by 407 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
)
12 editions published in 1999 in English and Spanish and held by 394 WorldCat member libraries worldwide
"Researchers, mathematics supervisors, teachers, policymakers, graduate students, and the general lay public interested in mathematics education will find this book timely and relevant."Jacket
12 editions published in 1999 in English and Spanish and held by 394 WorldCat member libraries worldwide
"Researchers, mathematics supervisors, teachers, policymakers, graduate students, and the general lay public interested in mathematics education will find this book timely and relevant."Jacket
Reform in school mathematics and authentic assessment(
Book
)
14 editions published in 1995 in English and held by 322 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 322 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
)
8 editions published in 2005 in English and held by 307 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
8 editions published in 2005 in English and held by 307 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 by
Thomas A Romberg(
Book
)
6 editions published in 1985 in English and held by 243 WorldCat member libraries worldwide
This book is a collection of essays by various authors documenting the development and evaluation of Individually Guided Education (ige), a planned attempt, involving thousands of scholars and practitioners, to produce more effective elementary schools. Part 1, "An Attempt to Restructure Elementary Schooling," consists of three chapters describing ige. Chapter 1 delineates the assumptions of ige in the context of school reform efforts of the past quarter century. Chapter 2 outlines the intentions, components, and implementation strategies of the ige program, while chapter 3 describes the plan for evaluating ige. In part 2, "The Effects of Planned Change," five chapters summarize the evidence gathered in the ige evaluation project. Chapter 4 summarizes the data concerning whether ige "really happened" in schools, while chapters 5 to 8 summarize the findings from each of the four phases of the project: a large sample causal study, onsite validation of ige implementation, a field study of six ige schools, and five curriculum studies. Part 3 concludes the book with a single chapter (chapter 9) discussing the implications of ige and its evaluation. A list of presentations and publications associated with the project is included. (Te)
6 editions published in 1985 in English and held by 243 WorldCat member libraries worldwide
This book is a collection of essays by various authors documenting the development and evaluation of Individually Guided Education (ige), a planned attempt, involving thousands of scholars and practitioners, to produce more effective elementary schools. Part 1, "An Attempt to Restructure Elementary Schooling," consists of three chapters describing ige. Chapter 1 delineates the assumptions of ige in the context of school reform efforts of the past quarter century. Chapter 2 outlines the intentions, components, and implementation strategies of the ige program, while chapter 3 describes the plan for evaluating ige. In part 2, "The Effects of Planned Change," five chapters summarize the evidence gathered in the ige evaluation project. Chapter 4 summarizes the data concerning whether ige "really happened" in schools, while chapters 5 to 8 summarize the findings from each of the four phases of the project: a large sample causal study, onsite validation of ige implementation, a field study of six ige schools, and five curriculum studies. Part 3 concludes the book with a single chapter (chapter 9) discussing the implications of ige and its evaluation. A list of presentations and publications associated with the project is included. (Te)
Rational numbers : an integration of research by
Thomas P Carpenter(
Book
)
13 editions published between 1992 and 2012 in English and held by 235 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
13 editions published between 1992 and 2012 in English and held by 235 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
)
8 editions published in 1987 in English and held by 207 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
8 editions published in 1987 in English and held by 207 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
)
14 editions published between 1993 and 2016 in English 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. The book presents content considerations that occur when the mathematics of graphs and functions relate to curriculum. It also examines content in a carefully considered integration of research that conveys where the field stands and where it might go. Drawing heavily on their own work, the chapter authors reconceptualize research in their specific areas so that this knowledge is integrated with the others' strands. This model for synthesizing research can serve as a paradigm for how research in mathematics education can  and probably should  proceed. (Fuente: www.routledge.com)
14 editions published between 1993 and 2016 in English 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. The book presents content considerations that occur when the mathematics of graphs and functions relate to curriculum. It also examines content in a carefully considered integration of research that conveys where the field stands and where it might go. Drawing heavily on their own work, the chapter authors reconceptualize research in their specific areas so that this knowledge is integrated with the others' strands. This model for synthesizing research can serve as a paradigm for how research in mathematics education can  and probably should  proceed. (Fuente: www.routledge.com)
Individually guided mathematics by
Thomas A Romberg(
Book
)
5 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
5 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 138 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 138 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 88 WorldCat member libraries worldwide
This paper addresses the demands for change in the teaching and learning of mathematics in the schools of America. Many of the demands stem from the way rapid changes in information technology have altered our economic and social culture. In particular, these technological changes have changed both mathematics and its applications. Given these circumstances, this report outlines the National Council of Teachers of Mathematics proposal, "Curriculum and Evaluation Standards" (1987). Also discussed are the implications for instruction of the adoption of a curriculum based on these Standards. Next, the problem of developing appropriate indicators to determine the effectiveness of a school mathematics program based on these curricular and instructional changes is presented, and a domain knowledge strategy proposed. Finally, the problems of implementing these changes in the schools are identified. While not easy to accomplish, a professional development strategy is described which, if followed, has promise in bringing about the reforms in the teaching and learning of mathematics which are being proposed. (Author)
5 editions published between 1988 and 1990 in English and held by 88 WorldCat member libraries worldwide
This paper addresses the demands for change in the teaching and learning of mathematics in the schools of America. Many of the demands stem from the way rapid changes in information technology have altered our economic and social culture. In particular, these technological changes have changed both mathematics and its applications. Given these circumstances, this report outlines the National Council of Teachers of Mathematics proposal, "Curriculum and Evaluation Standards" (1987). Also discussed are the implications for instruction of the adoption of a curriculum based on these Standards. Next, the problem of developing appropriate indicators to determine the effectiveness of a school mathematics program based on these curricular and instructional changes is presented, and a domain knowledge strategy proposed. Finally, the problems of implementing these changes in the schools are identified. While not easy to accomplish, a professional development strategy is described which, if followed, has promise in bringing about the reforms in the teaching and learning of mathematics which are being proposed. (Author)
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
This report contains information gathered in the second of a series from the National Center for Research in Mathematical Sciences Education regarding effects of mandated testing. The purpose of the study was to determine for each state: (1) whether mathematics testing was mandated at the state level; (2) the processes of test selection or development, administration, and reporting of results; (3) the role of teachers, state mathematics consultants, and state mathematics teacher organizations in the above processes; (4) names and characteristics of the tests used; (5) how test results are used by the states; and (6) how test results are reported to teachers. The main body of the document comprises pagelong summaries of questionnaire responses for each state, including a table of test name by grade level. The prototypical testing model: (1) employed one test for all students at each of three or four grade levels; (2) used a multiplechoice format; (3) was developed by or in conjunction with a commercial publisher; (4) was a test of basic skills; (5) was used to inform the public and the legislature and compare students with national norms; and (6) provided teachers with information on individual students and on the school, district, or state on the objectives tested. There has been a general increase in state mandated testing (from 1984 to 1989) and statemandated (versus districtmandated) testing has an influence on teachers. (Rc)
3 editions published in 1989 in English and held by 82 WorldCat member libraries worldwide
This report contains information gathered in the second of a series from the National Center for Research in Mathematical Sciences Education regarding effects of mandated testing. The purpose of the study was to determine for each state: (1) whether mathematics testing was mandated at the state level; (2) the processes of test selection or development, administration, and reporting of results; (3) the role of teachers, state mathematics consultants, and state mathematics teacher organizations in the above processes; (4) names and characteristics of the tests used; (5) how test results are used by the states; and (6) how test results are reported to teachers. The main body of the document comprises pagelong summaries of questionnaire responses for each state, including a table of test name by grade level. The prototypical testing model: (1) employed one test for all students at each of three or four grade levels; (2) used a multiplechoice format; (3) was developed by or in conjunction with a commercial publisher; (4) was a test of basic skills; (5) was used to inform the public and the legislature and compare students with national norms; and (6) provided teachers with information on individual students and on the school, district, or state on the objectives tested. There has been a general increase in state mandated testing (from 1984 to 1989) and statemandated (versus districtmandated) testing has an influence on teachers. (Rc)
Using research in the professional life of mathematics teachers by Congrès international sur l'enseignement des mathématiques(
Book
)
5 editions published between 1985 and 1988 in English and held by 80 WorldCat member libraries worldwide
5 editions published between 1985 and 1988 in English and held by 80 WorldCat member libraries worldwide
Problemsolving studies in mathematics by
John G Harvey(
Book
)
5 editions published in 1980 in English and held by 78 WorldCat member libraries worldwide
5 editions published in 1980 in English and held by 78 WorldCat member libraries worldwide
Allocated time and content covered in mathematics classrooms by
Thomas A Romberg(
Book
)
4 editions published in 1983 in English and held by 59 WorldCat member libraries worldwide
Data on how many minutes of instruction were allocated to various aspects of teaching initial addition and subtraction concepts and skills in the Developing Mathematical Processes (dmp) curriculum were summarized for 20 classrooms in grades 13. The same curriculum materials were used in each class at each grade level. The number of minutes spent on the 148 specific parts of the curriculum were observed. Each part was then classified in terms of 29 variables (40 codes). From this, data summaries of time spent on each code were prepared for each class. The summary data revealed that each class varied from others in important ways. However, four important features were apparent: (1) classes differed more on total allocated time than in terms of any other characteristic; (2) modification of the curriculum was generally made in all classes to stress practice and skill acquisition and to reduce the time spent on exploration and discussion of mathematical ideas; (3) if students were judged to be "poor," then even more practice and less exploration were given; (4) if students were judged to be "good," then in addition they were given opportunity to explore and discuss ideas. (Author/MNS)
4 editions published in 1983 in English and held by 59 WorldCat member libraries worldwide
Data on how many minutes of instruction were allocated to various aspects of teaching initial addition and subtraction concepts and skills in the Developing Mathematical Processes (dmp) curriculum were summarized for 20 classrooms in grades 13. The same curriculum materials were used in each class at each grade level. The number of minutes spent on the 148 specific parts of the curriculum were observed. Each part was then classified in terms of 29 variables (40 codes). From this, data summaries of time spent on each code were prepared for each class. The summary data revealed that each class varied from others in important ways. However, four important features were apparent: (1) classes differed more on total allocated time than in terms of any other characteristic; (2) modification of the curriculum was generally made in all classes to stress practice and skill acquisition and to reduce the time spent on exploration and discussion of mathematical ideas; (3) if students were judged to be "poor," then even more practice and less exploration were given; (4) if students were judged to be "good," then in addition they were given opportunity to explore and discuss ideas. (Author/MNS)
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 59 WorldCat member libraries worldwide
4 editions published in 1982 in English and held by 59 WorldCat member libraries worldwide
Mathematical knowledge and school work : a case study of the teaching of Developing Mathematical Processes (DMP) by
W. M Stephens(
Book
)
3 editions published in 1983 in English and held by 58 WorldCat member libraries worldwide
This study examined the aspirations of the Developing Mathematical Processes (dmp) program and sought to ascertain the extent to which it has been implemented in observed classrooms. Dmp was intended to reshape conceptions of mathematical knowledge and school work and to create a pedagogy in which children would be active in creating and testing mathematical knowledge through an inquiry approach requiring exploration, investigation, choice, and judgment. Interviews in connection with a field study in 197880, when teachers taught each revised dmp topic for the first time, were replicated and extended with those teachers continuing in 198182 to teach the revised topics at the same grade levels. These interviews were complemented by a series of classroom observations. Among other findings, it was apparent that teachers tended to treat the mathematical content of dmp as a fixed body of knowledge which they were to transmit to students. As a result, the mathematics which was taught often differed markedly from what the dmp developers had intended. Moreover, teachers preferred to interact directly with students through group process and so reduced discussion and collaboration among students. Only rarely were the content and methods of dmp modified to meet the needs of students more effectively, or to better implement the mathematical goals of dmp. (AUthor/MNS)
3 editions published in 1983 in English and held by 58 WorldCat member libraries worldwide
This study examined the aspirations of the Developing Mathematical Processes (dmp) program and sought to ascertain the extent to which it has been implemented in observed classrooms. Dmp was intended to reshape conceptions of mathematical knowledge and school work and to create a pedagogy in which children would be active in creating and testing mathematical knowledge through an inquiry approach requiring exploration, investigation, choice, and judgment. Interviews in connection with a field study in 197880, when teachers taught each revised dmp topic for the first time, were replicated and extended with those teachers continuing in 198182 to teach the revised topics at the same grade levels. These interviews were complemented by a series of classroom observations. Among other findings, it was apparent that teachers tended to treat the mathematical content of dmp as a fixed body of knowledge which they were to transmit to students. As a result, the mathematics which was taught often differed markedly from what the dmp developers had intended. Moreover, teachers preferred to interact directly with students through group process and so reduced discussion and collaboration among students. Only rarely were the content and methods of dmp modified to meet the needs of students more effectively, or to better implement the mathematical goals of dmp. (AUthor/MNS)
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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
 Carpenter, Thomas P. Author Editor
 Collis, Kevin F. (Kevin Francis) Author
 Buchanan, Anne E. Author
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