- Paperback: 248 pages
- Publisher: Corwin; 1 edition (June 27, 2008)
- Language: English
- ISBN-10: 141296377X
- ISBN-13: 978-1412963770
- Product Dimensions: 8.5 x 0.6 x 11 inches
- Shipping Weight: 1.4 pounds (View shipping rates and policies)
- Average Customer Review: 8 customer reviews
- Amazon Best Sellers Rank: #877,724 in Books (See Top 100 in Books)
Uncovering Student Thinking in Mathematics, Grades 6-12: 30 Formative Assessment Probes for the Secondary Classroom 1st Edition
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"Cheryl Rose and Carolyn Arline provide a valuable resource to teachers who are interested in determining how their students think and answer questions in mathematics classes." Author: From the Foreword by Johnny W. Lott Published On: 2008-04-22
"The authors contribute to the field by answering the question: How do I help my struggling students who hold a variety of misconceptions or have limited prior knowledge of the content?" Author: Lesa M. Covington Clarkson, Assistant Professor Published On: 2008-07-02
"The book is timely. The probes will be beneficial to teachers and very useful to districts developing local assessments." Author: Debra Scarpelli, Mathematics Teacher Published On: 2008-07-02
"An efficient teaching tool to uncover and correct misconceptions students have across all mathematics strands. This book provides numerous opportunities for increased student achievement that are both powerful and exciting for educators." Author: Jennifer Petersen, K-12 Math Curriculum Facilitator Published On: 2008-07-09
"A tool for middle school and high school mathematics teachers that combines the effective use of research, formative assessment, and ready-to-go student tasks. This resource belongs int he hands of any mathematics educator who seeks to balance procedural knowledge, conceptual understanding, and skills for each student." Author: Christine Downing, Mathematics School Improvement Coach and Educational Consultant Published On: 2008-07-16
"Using probes with my students has helped me plan and modify my instruction. The range of student explanations elicit rich mathematical discourse." Author: Johnette R. Winfrey, Math Specialist Published On: 2008-07-23
"One of the most effective tools for teachers to gather valuable formative assessment data. This resource provides an easily accessible, yet powerful way for teachers to elicit and analyze student work that truly reflects student thinking. The probes are targeted to specific concept areas that are easily connected to daily lesson plans and curriculum materials." Author: Michelle Parks, Educational Consultant Published On: 2008-08-15
About the Author
Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development.
Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co–principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co–principal investigator and project director for MMSA’s NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children.
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