Mathematical Sciences Education Board and Committee on Science Education K-12's Books

Assessment in Support of Instruction and Learning

Bridging the Gap Between Large-Scale and Classroom Assessment: Workshop Report

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematical Sciences Education Board,Committee on Science Education K-12,Board on Testing and Assessment,Committee on Assessment in Support of Instruction and Learning

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Assessment in Support of Instruction and Learning

Bridging the Gap Between Large-Scale and Classroom Assessment: Workshop Report

Assessment in Support of Instruction and Learning is the summary of a National Research Council workshop convened to examine the gap between external and classroom assessment. This report discusses issues associated with designing an assessment system that meets the demands of public accountability and, at the same time, improves the quality of the education that students receive day by day. This report focuses on assessment that addresses both accountability and learning.

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National Academies Press

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ISBN 10

0309089786

ISBN 13

9780309089784

High School Mathematics at Work

Essays and Examples for the Education of All Students

By: National Research Council,Mathematical Sciences Education Board

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High School Mathematics at Work

Essays and Examples for the Education of All Students

By: National Research Council,Mathematical Sciences Education Board

Traditionally, vocational mathematics and precollege mathematics have been separate in schools. But the technological world in which today's students will work and live calls for increasing connection between mathematics and its applications. Workplace-based mathematics may be good mathematics for everyone. High School Mathematics at Work illuminates the interplay between technical and academic mathematics. This collection of thought-provoking essaysâ€"by mathematicians, educators, and other expertsâ€"is enhanced with illustrative tasks from workplace and everyday contexts that suggest ways to strengthen high school mathematical education. This important book addresses how to make mathematical education of all students meaningfulâ€"how to meet the practical needs of students entering the work force after high school as well as the needs of students going on to postsecondary education. The short readable essays frame basic issues, provide background, and suggest alternatives to the traditional separation between technical and academic mathematics. They are accompanied by intriguing multipart problems that illustrate how deep mathematics functions in everyday settingsâ€"from analysis of ambulance response times to energy utilization, from buying a used car to "rounding off" to simplify problems. The book addresses the role of standards in mathematics education, discussing issues such as finding common ground between science and mathematics education standards, improving the articulation from school to work, and comparing SAT results across settings. Experts discuss how to develop curricula so that students learn to solve problems they are likely to encounter in lifeâ€"while also providing them with approaches to unfamiliar problems. The book also addresses how teachers can help prepare students for postsecondary education. For teacher education the book explores the changing nature of pedagogy and new approaches to teacher development. What kind of teaching will allow mathematics to be a guide rather than a gatekeeper to many career paths? Essays discuss pedagogical implication in problem-centered teaching, the role of complex mathematical tasks in teacher education, and the idea of making open-ended tasksâ€"and the student work they elicitâ€"central to professional discourse. High School Mathematics at Work presents thoughtful views from experts. It identifies rich possibilities for teaching mathematics and preparing students for the technological challenges of the future. This book will inform and inspire teachers, teacher educators, curriculum developers, and others involved in improving mathematics education and the capabilities of tomorrow's work force.

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192

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National Academies Press

Published Date

ISBN 10

0309063531

ISBN 13

9780309063531

Envisioning the Data Science Discipline

The Undergraduate Perspective: Interim Report

By: National Academies of Sciences, Engineering, and Medicine,Division of Behavioral and Social Sciences and Education,Board on Science Education,Division on Engineering and Physical Sciences,Committee on Applied and Theoretical Statistics,Board on Mathematical Sciences and Analytics,Computer Science and Telecommunications Board,Committee on Envisioning the Data Science Discipline: The Undergraduate Perspective

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Envisioning the Data Science Discipline

The Undergraduate Perspective: Interim Report

The need to manage, analyze, and extract knowledge from data is pervasive across industry, government, and academia. Scientists, engineers, and executives routinely encounter enormous volumes of data, and new techniques and tools are emerging to create knowledge out of these data, some of them capable of working with real-time streams of data. The nation's ability to make use of these data depends on the availability of an educated workforce with necessary expertise. With these new capabilities have come novel ethical challenges regarding the effectiveness and appropriateness of broad applications of data analyses. The field of data science has emerged to address the proliferation of data and the need to manage and understand it. Data science is a hybrid of multiple disciplines and skill sets, draws on diverse fields (including computer science, statistics, and mathematics), encompasses topics in ethics and privacy, and depends on specifics of the domains to which it is applied. Fueled by the explosion of data, jobs that involve data science have proliferated and an array of data science programs at the undergraduate and graduate levels have been established. Nevertheless, data science is still in its infancy, which suggests the importance of envisioning what the field might look like in the future and what key steps can be taken now to move data science education in that direction. This study will set forth a vision for the emerging discipline of data science at the undergraduate level. This interim report lays out some of the information and comments that the committee has gathered and heard during the first half of its study, offers perspectives on the current state of data science education, and poses some questions that may shape the way data science education evolves in the future. The study will conclude in early 2018 with a final report that lays out a vision for future data science education.

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National Academies Press

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ISBN 10

0309465052

ISBN 13

9780309465052

Roundtable on Data Science Postsecondary Education

A Compilation of Meeting Highlights

By: National Academies of Sciences, Engineering, and Medicine,Division of Behavioral and Social Sciences and Education,Division on Engineering and Physical Sciences,Board on Science Education,Computer Science and Telecommunications Board,Committee on Applied and Theoretical Statistics,Board on Mathematical Sciences and Analytics

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Roundtable on Data Science Postsecondary Education

A Compilation of Meeting Highlights

Established in December 2016, the National Academies of Sciences, Engineering, and Medicine's Roundtable on Data Science Postsecondary Education was charged with identifying the challenges of and highlighting best practices in postsecondary data science education. Convening quarterly for 3 years, representatives from academia, industry, and government gathered with other experts from across the nation to discuss various topics under this charge. The meetings centered on four central themes: foundations of data science; data science across the postsecondary curriculum; data science across society; and ethics and data science. This publication highlights the presentations and discussions of each meeting.

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223

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National Academies Press

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ISBN 10

0309677734

ISBN 13

9780309677738

On Evaluating Curricular Effectiveness

Judging the Quality of K-12 Mathematics Evaluations

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematical Sciences Education Board,Committee for a Review of the Evaluation Data on the Effectiveness of NSF-Supported and Commercially Generated Mathematics Curriculum Materials

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On Evaluating Curricular Effectiveness

Judging the Quality of K-12 Mathematics Evaluations

This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. The committee that produced this book consisted of mathematicians, mathematics educators, and methodologists who began with the following charge: Evaluate the quality of the evaluations of the thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials; Determine whether the available data are sufficient for evaluating the efficacy of these materials, and if not; Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating such materials. The committee collected, reviewed, and classified almost 700 studies, solicited expert testimony during two workshops, developed an evaluation framework, established dimensions/criteria for three methodologies (content analyses, comparative studies, and case studies), drew conclusions on the corpus of studies, and made recommendations for future research.

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289

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National Academies Press

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ISBN 10

0309092426

ISBN 13

9780309092425

Everybody Counts

A Report to the Nation on the Future of Mathematics Education

By: Mathematical Sciences Education Board,Board on Mathematical Sciences and Their Applications,National Research Council

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Everybody Counts

A Report to the Nation on the Future of Mathematics Education

By: Mathematical Sciences Education Board,Board on Mathematical Sciences and Their Applications,National Research Council

Mathematics is the key to opportunity. No longer only the language of science, mathematics is now essential to business, finance, health, and defense. Yet because of the lack of mathematical literacy, many students are not prepared for tomorrow's jobs. Everybody Counts suggests solutions. Written for everyone concerned about our children's education, this book discusses why students in this country do not perform well in mathematics and outlines a comprehensive plan for revitalizing mathematics education in America, from kindergarten through college. single copy, $8.95; 2-9 copies, $7.50 each; 10 or more copies, $6.95 each (no other discounts apply)

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129

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National Academies Press

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ISBN 10

0309595843

ISBN 13

9780309595841

Improving Mathematics Education

Resources for Decision Making

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematical Sciences Education Board,Committee on Decisions That Count

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Improving Mathematics Education

Resources for Decision Making

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematical Sciences Education Board,Committee on Decisions That Count

Improving Mathematics Education has been designed to help inform stakeholders about the decisions they face, to point to recent research findings, and to provide access to the most recent thinking of experts on issues of national concern in mathematics education. The essence of the report is that information is available to help those charged with improving student achievement in mathematics. The documents cited above can guide those who make decisions about content, learning, teaching, and assessment. The report is organized around five key questions: What should we teach, given what we know and value about mathematics and its roles? How should we teach so children learn, given what we know about students, mathematics, and how people learn mathematics? What preparation and support do teachers need? How do we know whether what we are doing is working? What must change? Each of the five main chapters in this report considers a key area of mathematics education and describes the core messages of current publication(s) in that area. To maintain the integrity of each report's recommendations, we used direct quotes and the terminology defined and used in that report. If the wording or terminology seems to need clarification, the committee refers the reader directly to the original document. Because these areas are interdependent, the documents often offer recommendations related to several different areas. While the individual documents are discussed under only one of the components in Improving Mathematics Education, the reader should recognize that each document may have a broader scope. In general, the references in this report should serve as a starting point for the interested reader, who can refer to the original documents for fuller discussions of the recommendations and, in some cases, suggestions for implementation. Improving Mathematics Education is designed to help educators build a critical knowledge base about mathematics education, recognizing that the future of the nation's students is integrally intertwined with the decisions we make (or fail to make) about the mathematics education they receive.

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National Academies Press

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ISBN 10

0309083001

ISBN 13

9780309083003

Mathematics and Science Education Around the World

What Can We Learn From The Survey of Mathematics and Science Opportunities (SMSO) and the Third International Mathematics and Science Study (TIMSS)?

By: Mathematical Sciences Education Board and Committee on Science Education K-12,Board on Science Education,Mathematical Sciences Education Board,Division of Behavioral and Social Sciences and Education,National Research Council

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Mathematics and Science Education Around the World

What Can We Learn From The Survey of Mathematics and Science Opportunities (SMSO) and the Third International Mathematics and Science Study (TIMSS)?

Amid current efforts to improve mathematics and science education in the United States, people often ask how these subjects are organized and taught in other countries. They hear repeatedly that other countries produce higher student achievement. Teachers and parents wonder about the answers to questions like these: Why do the children in Asian cultures seem to be so good at science and mathematics? How are biology and physics taught in the French curriculum? What are textbooks like elsewhere, and how much latitude do teachers have in the way they follow the texts? Do all students receive the same education, or are they grouped by ability or perceived educational promise? If students are grouped, how early is this done? What are tests like, and what are the consequences for students? Are other countries engaged in Standards-like reforms? Does anything like "standards" play a role in other countries? Questions such as these reflect more than a casual interest in other countries' educational practices. They grow out of an interest in identifying ways to improve mathematics and science education in the United States. The focus of this short report is on what the Third International Mathematics and Science Study (TIMSS), a major international investigation of curriculum, instruction, and learning in mathematics and science, will be able to contribute to understandings of mathematics and science education around the world as well as to current efforts to improve student learning, particularly in the United States.

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National Academies Press

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ISBN 10

0309589924

ISBN 13

9780309589925

Designing Mathematics or Science Curriculum Programs

A Guide for Using Mathematics and Science Education Standards

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Science Education K-12 and the Mathematical Sciences Education Board

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Designing Mathematics or Science Curriculum Programs

A Guide for Using Mathematics and Science Education Standards

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Science Education K-12 and the Mathematical Sciences Education Board

With the publication of the National Science Education Standards and the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics, a clear set of goals and guidelines for achieving literacy in mathematics and science was established. Designing Mathematics or Science Curriculum Programs has been developed to help state- and district-level education leaders create coherent, multi-year curriculum programs that provide students with opportunities to learn both mathematics and science in a connected and cumulative way throughout their schooling. Researchers have confirmed that as U.S. students move through the grade levels, they slip further and further behind students of other nations in mathematics and science achievement. Experts now believe that U.S. student performance is hindered by the lack of coherence in the mathematics and science curricula in many American schools. By structuring curriculum programs that capitalize on what students have already learned, the new concepts and processes that they can learn will be richer, more complex, and at a higher level. Designing Mathematics or Science Curriculum Programs outlines: Components of effective mathematics and science programs. Criteria by which these components can be judged. A process for developing curriculum that is structured, focused, and coherent. Perhaps most important, this book emphasizes the need for designing curricula across the entire 13-year span that our children spend in elementary and secondary school as a way to improve the quality of education. Ultimately, it will help state and district educators use national and state standards to design or re-build mathematics and science curriculum programs that develop new ideas and skills based on earlier onesâ€"from lesson to lesson, unit to unit, year to year. Anyone responsible for designing or influencing mathematics or science curriculum programs will find this guide valuable.

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National Academies Press

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ISBN 10

0309185629

ISBN 13

9780309185622

Mathematical and Scientific Development in Early Childhood

A Workshop Summary

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Science Education,Mathematical Sciences Education Board

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Mathematical and Scientific Development in Early Childhood

A Workshop Summary

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Science Education,Mathematical Sciences Education Board

Expectations for early learning are very different than they were even as recently as a decade ago. With increased recognition of the intellectual capacities of young children, as well as a growing understanding of how these capacities develop and can be fostered, has come a growing recognition that early childhood education, in both formal and informal settings, may not be helping all children maximize their cognitive capacities. Mathematical and Scientific Development in Early Childhood explores the research in cognition and developmental psychology that sheds light on children's capacity to learn mathematical and scientific ideas. This summary report of the discussions and presentations at the workshop is designed to frame the issues relevant to advancing research useful to the development of research-based curricula for mathematics and science for young children.

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ISBN 10

0309095034

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9780309095037

Global Perspectives for Local Action

Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Mathematical Sciences Education Board,Continuing to Learn from TIMSS Committee,Committee on Science Education K-12

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Global Perspectives for Local Action

Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide

The Third International Mathematics and Science Study (TIMSS) is a rich source of information that can be used by a broad range of stakeholders to promote discussions and actions to improve K-12 mathematics and science teaching and learning. To support educators, administrators, parents, and others interested in education in using TIMSS materials, the National Research Council (NRC) has prepared a report, Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education (see "Resources"). This report will help educators, administrators, parents and others interested in education to understand what can be learned from TIMSS findings, and it will encourage them to use the information to make improvements in mathematics and science education. Provided in the report are insights into mathematics and science achievement, curriculum, instruction, and school support systems, such as professional development, in the United States and around the world. To make TIMSS information more accessible and useful to educators and the public, the NRC prepared this professional development guide to accompany its report. This guide provides directions and support materials for leading workshops and planning sessions for teachers, educational administrators, higher education faculty, and the interested public.

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456

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National Academies Press

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0309067804

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9780309067805

Mathematics and Science Education Around the World

What Can We Learn From The Survey of Mathematics and Science Opportunities (SMSO) and the Third International Mathematics and Science Study (TIMSS)?

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Mathematics and Science Education Around the World

What Can We Learn From The Survey of Mathematics and Science Opportunities (SMSO) and the Third International Mathematics and Science Study (TIMSS)?

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0309589924

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9780309589925

Global Perspectives for Local Action

Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide

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Global Perspectives for Local Action

Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide

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122

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National Academies Press

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0309067804

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9780309067805

On Evaluating Curricular Effectiveness

Judging the Quality of K-12 Mathematics Evaluations

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On Evaluating Curricular Effectiveness

Judging the Quality of K-12 Mathematics Evaluations

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288

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National Academies Press

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ISBN 10

0309133416

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9780309133418

Global Perspectives for Local Action

Using TIMSS to Improve U.S. Mathematics and Science Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Science Education K-12 and Mathematical Sciences Education Board

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Global Perspectives for Local Action

Using TIMSS to Improve U.S. Mathematics and Science Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Science Education K-12 and Mathematical Sciences Education Board

The Third International Mathematics and Science Study (TIMSS) raised the alarm about U.S. mathematics and science education. Most Americans are now aware that U.S. students lag behind their peers in other developed nations. In one state, the legislature reacted by lengthening the school year, assuming that more time on academic content would boost student performance. Some educators have fixed the blame on the mathematics and science curricula typically used in U.S. schools. Does the problem lie in the curricula, instruction, or the system of support available to teachers? This book presents the first comprehensive analysis of TIMSS studyâ€"a half-million students from 15,000 schools around the world. It presents detailed reports on three major aspects of education, including curriculum issues, teaching practices, and school support.

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104

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National Academies Press

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ISBN 10

0309172896

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9780309172899

Assessment in Support of Instruction and Learning

Bridging the Gap Between Large-Scale and Classroom Assessment: Workshop Report

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Assessment in Support of Instruction and Learning

Bridging the Gap Between Large-Scale and Classroom Assessment: Workshop Report

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National Academies Press

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0309166993

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9780309166997

Keeping Score

By: National Research Council,Center for Science, Mathematics, and Engineering Education,Mathematical Sciences Education Board,Ann Shannon

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Keeping Score

By: National Research Council,Center for Science, Mathematics, and Engineering Education,Mathematical Sciences Education Board,Ann Shannon

Curriculum reform, performance assessment, standards, portfolios, and high stakes testing-what's next? What does this all mean for me in my classroom? Many teachers have asked such questions since mathematics led the way in setting standards with the publication of the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989). This seminal document and others that followed served as catalysts for mathematics education reform, giving rise to new initiatives related to curriculum, instruction, and assessment over the past decade. In particular, approaches to classroom, school, and district-wide assessment have undergone a variety of changes as educators have sought to link classroom teaching to appropriate assessment opportunities. Since the publication of Everybody Counts (National Research Council [NRC], 1989), the Mathematical Sciences Education Board (MSEB) has dedicated its efforts to the improvement of mathematics education. A national summit on assessment led to the publication of For Good Measure (NRC, 1991). This statement of goals and objectives for assessment in mathematics was followed by Measuring Up (NRC, 1993a), which provided prototypical fourth-grade performance assessment tasks linked to the goals of the NCTM's Curriculum and Evaluation Standards. Measuring What Counts (NRC, 1993b) demonstrated the importance of mathematics content, learning, and equity as they relate to assessment. The MSEB is now prepared to present perspectives on issues in mathematics education assessment for those most directly engaged in implementing the reform initiatives on a daily basis-classroom teachers, school principals, supervisors, and others in school-based settings.

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ISBN 10

0309184398

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9780309184397

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