Process/concept analysis of sixth-grade mathematics

Relying solely upon standardized examinations and usual forms of paper and pencil tests has been shown to possess severe limitations when used in assessing mathematical progress. Large numbers of students score high on such tests, both teacher made and standardized, yet still fail to possess essential conceptual understandings. Due to pressures put upon instructors for high scores these tests have come to shape student experiences and curriculum toward an emphasis on rote learning and algorithmic approaches to problem solving.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Connell, Michael Loren

Contributors dc:contributor

• Harnisch, Delwyn L.

• Education, Mathematics
• Education, Educational Psychology

Statement dc:rights

• Copyright 1991 Connell, Michael Loren

Language dc:language

eng

Identifier

AAI9124399
(UMI)AAI9124399

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/20106