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Uncovering Student Thinking in Mathematics, Grades K-5

Uncovering Student Thinking in Mathematics, Grades K-5
25 Formative Assessment Probes for the Elementary Classroom

Edited by:
  • Cheryl Rose Tobey - Tobey Education Group, LLC, Education Development Center, Newton, MA
  • Leslie Minton - Math Matters, University of Southern Maine, USA

Other Titles in:
Mathematics | Student Assessment

June 2012 | 232 pages | Corwin
Formative assessment is an important strategy for improving student achievement in mathematics. This resource provides tools and examples that allow primary educators to gauge students' knowledge of core mathematics concepts and strengthen their ability to teach effectively.

The authors provide 25 formative assessment probes—brief, easily administered activities targeting specific mathematics ideas and concepts—to reveal common understandings and misunderstandings in student thinking. Field-tested with teachers and students at various grade levels, these powerful diagnostic tools help teachers modify their teaching and identify areas that require more instruction.

Foreword by Page Keeley
About the Authors
1. Mathematics Assessment Probes
2. Instructional Implications
3. Structure of Number Probes: Place Value, Number Charts, and Number Lines
4. Structure of Number Probes: Parts and Wholes and Equality
5. Structure of Number Probes: Computation and Estimation
6. Measurement, Geometry, and Data Probes: Quadrilaterals
Resource: Notes Template: QUEST Cycle

“Finally, a book to help teachers differentiate math instruction using their own, individualized, current data! This book provides practical, simple-to-use formative assessments that allow teachers to identify areas of difficulty, correct misconceptions, and guide learning.”

Renee Peoples, Fourth-Grade Teacher and K-5 District Math Facilitator
Swain County Schools, Bryson City, NC

“This book is a much-needed resource for beginning and veteran teachers alike.”

Randy Wormald, Math Teacher
Belmont High School, NH

“This book offers ways for teachers to gain more insight into what their students know and don’t know.”

Carol Amos, Teacher Leader/Mathematics Coordinator
Twinfield Union School, Plainfield, VT

Cheryl Rose Tobey

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... More About Author

Leslie G. Minton

Leslie Minton is currently a mathematics consultant for Math Matters 2, Portland, Maine. She is currently providing individualized mathematics professional development to area schools and districts PK-8, as well as, teaching Math Methods courses at the University of Southern Maine. Previously, Leslie was a Project Director for the Maine Mathematics and Science Alliance, Augusta, Maine. She provided technical assistance to schools as well as designed a professional development course and diagnostic materials designed to support numeracy understanding. She is a fellow of the second cohort group of Governor’s Academy for Science and... More About Author

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ISBN: 9781412980555
$ 39.95