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dc.contributor.author Akerson, Valarie
dc.contributor.author Morrison, Judith
dc.contributor.author Roth McDuffie, Amy
dc.date.accessioned 2018-06-20T16:18:04Z
dc.date.available 2018-06-20T16:18:04Z
dc.date.issued 2003
dc.identifier.citation Roth McDuffie, A., Akerson, V. L., & Morrison, J. A. (2003). Designing and implementing meaningful field-based experiences for mathematics methods courses: A theoretical framework and a program description. The Mathematics Educator, 13, 22-32. en
dc.identifier.uri http://hdl.handle.net/2022/22232
dc.description Publisher's, offprint version en
dc.description.abstract Performance-based approaches to learning and assessment are consistent with goals for standards-based instruction and show promise as a vehicle for teacher change. Performance assessment involves students participating in an extended, worthwhile mathematical task while teachers facilitate and assess their learning. We designed and implemented a project in an elementary mathematics methods course in which preservice teachers developed performance assessment tasks and then administered these tasks in K-8 classrooms. We present our guiding framework for this project, the project design, and the teaching and learning experiences for project leaders and preservice teachers. Recommendations and reflections are included for others intending to implement similar projects. en
dc.language.iso en en
dc.publisher The Mathematics Educator en
dc.relation.isversionof http://tme.journals.libs.uga.edu/index.php/tme/article/view/122 en
dc.title Designing and implementing meaningful field-based experiences for mathematics methods courses: A theoretical framework and a program description en
dc.type Article en


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