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Teacher Rationales for Scoring Students' Problem Solving Work
Author(s) -
VásquezLevy Dorothy,
Garofalo Joe,
Timmerman Maria A.,
Drier Hollylynne Stohl
Publication year - 2001
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2001.tb18188.x
Subject(s) - mathematics education , work (physics) , psychology , pedagogy , engineering , mechanical engineering
This article presents the scores teachers assigned to samples of actual students' problem‐solving work and the rationales teachers provided for these scores. These rationales may reflect teachers' values relative to aspects of mathematical problem solving. It may be that when teachers can express rationales for scoring students' work, they are able to justify their evaluation of what students can “know and do” in mathematics.