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Uncovering Student Thinking About Mathematics in the Common Core, High School

25 Formative Assessment Probes

Uncover common mathematical misconceptions with 25 easy-to-implement assessments. You can continuously monitor learning and improve student skills and processes in algebra, functions, geometry, and more!

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Product Details
  • Grade Level: 9-12
  • ISBN: 9781452276571
  • Published By: Corwin
  • Year: 2014
  • Page Count: 256
  • Publication date: March 10, 2014
Price: $39.95
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Description

Description

Uncovering Student Thinking About Mathematics in the Common Core, High School: 25 Formative Assessment Probes
Cheryl Rose Tobey, Carolyn B. Arline

“Not only does this book make strong connections to the CCSS, it provides a framework for teachers to improve their craft. Identifying student misconceptions is an extremely important aspect of assessment and this book provides a solid format to aid teachers."
—Randy Wormald, Math Teacher
Kearsarge Regional High School, Sutton, NH

Take the guesswork out of high school math instruction!
Helping your students master high school mathematics just got a whole lot easier! Bestselling authors Cheryl Rose Tobey and Carolyn B. Arline provide 25 detailed and grade-level specific assessment probes that promote deep learning and expert math instruction. Learn to ask the right questions to uncover where and how students commonly get confused.

Focused on subconcepts within the new Common Core State Standards for Mathematics and organized by strand, the probes will help you foster new and accurate skills--while learning is underway. You’ll learn how to

  • Quickly diagnose students’ common misconceptions and procedural mistakes
  • Help students pinpoint areas of struggle
  • Plan targeted instruction that builds on students’ current understandings while addressing difficulties with Algebra, Geometry,Functions, Logarithms, Statistics and Probability, Trigonometric Ratios, and more
  • Elicit the skills and processes related to the Standards for Mathematical Practices

You’ll find sample student responses, extensive Teacher Notes, and research-based tips and resources to help you instill new mathematical ideas. Includes the QUEST Cycle for effective, hands-on implementation. Now you can eliminate the guesswork once and for all and join thousands of busy high school teachers who’ve used these easy-to-implement tools to build solid math proficiency!

Other Books From Corwin:
1. Tobey: Uncovering Student Thinking About Mathematics in the Common Core, Grades K–2, 978-1-4522-3003-0
2. Tobey: Uncovering Student Thinking About Mathematics in the Common Core, Grades 3-5, 978-1-4522-7024-1
3. Tobey: Uncovering Student Thinking About Mathematics in the Common Core, Grades 6-8, 978-1-4522-3088-7


Cheryl Rose Tobey is a Senior Mathematics Associate at Education Development Center (EDC). She is the implementation director for the Pathways to Mathematics Achievement Study and a mathematics specialist for the NSF-funded Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD) projects. She also serves as a project director for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2).

Carolyn B. Arline is a secondary mathematics educator, currently teaching high school students in Maine. She also works as a teacher leader in the areas of mathematics professional development, learning communities, assessment, systematic school reform, standards-based teaching, learning and grading, student-centered classrooms, and technology. She has previously worked as a mathematics specialist at the Maine Mathematics and Science Alliance (MMSA) and continues her work with them as a consultant.


Key features

  • Helps teachers understand the misconceptions and areas where students struggle with Mathematics and offers tools and advice on how to guide them
  • Includes useful resources to support teachers with teaching new mathematical ideas and instil maths proficiency
Author(s)

Author(s)

Cheryl Rose Tobey photo

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 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.

Carolyn B. Arline photo

Carolyn B. Arline

Carolyn B. Arline is a secondary mathematics educator, currently teaching high school students in Maine. Carolyn also works as a teacher leader in the areas of mathematics professional development, learning communities, assessment, systematic school reform, standards-based teaching, learning and grading, student-centered classrooms, and technology. She has previously worked as a mathematics specialist at the Maine Mathematics and Science Alliance (MMSA) and continues her work with them as a consultant. Carolyn is a fellow of the second cohort group of the Governor’s Academy for Science and Mathematics Educators and serves as a mentor teacher with the current cohort. She participated as a mathematics mentor in the NSF-funded Northern New England Co-Mentoring Network (NNECN) and continues her role as a mentor teacher. She serves as a board member of the Association of Teachers of Mathematics in Maine (ATOMIM) and on local curriculum committees. Carolyn received her B.S. in secondary mathematics education from the University of Maine.

Table of Contents

Table of Contents

Preface: Mathematics Assessment Probes


Acknowledgments


About the Authors


Chapter 1. Mathematics Assessment Probes

Questioning Student Understanding: Determine the Key Mathematical Concepts You Want Students to Learn

Uncovering Student Understanding: Use a Probe to Uncover Understandings and Areas of Difficulties

What Is the Structure of a Probe?

QUEST Cycle: Structure of the Supporting Teacher Notes

Beginning to Use the Probes

How to Navigate the Book

Final Chapter 1 Thoughts

Chapter 2. Number and Quantity Probes

Complex Numbers

Rational Exponents

Operating With Matrices

Chapter 3. Algebra Probes

Equivalent Expressions

Simplifying Rational Expressions

Solving for a Variable

Solving Quadratic Equations

Systems of Linear Equations

Matrix Equations

Chapter 4. Functions Probes

Jogging: Graphical Representation

Interpreting Functions

Transformation of Functions

Circular Measurement

Direct and Inverse Variation

Equation of the Function

Logarithms

Chapter 5. Geometry Probes

Properties of Angles

Is It a Parallelogram?

Names of the Shape

Circles and Angles

Trigonometric Ratios

Geometry Formulas Card Sort

Chapter 6. Statistics and Probability Probes

Modeling With Linear Graphs

Comparing Data in Box Plots

Probability

Chapter 7. Additional Considerations

Establishing Learning Targets

Individual Metacognition and Reflection (The 4Cs)

Giving Student Interviews

Addressing Individual Needs

Promoting Mathematical Discourse

Supporting the Mathematical Practices

Sharing Experiences and Promoting Professional Collaboration

Summary

Appendix A. Information on the Standards for Mathematical Practice


Appendix B. Developing Assessment Probes


Appendix C. Action Research Reflection Template: QUEST Cycle


References


Index


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Price: $39.95
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