Measuring Up Prototypes for Mathematics Assessment (1993) / Chapter Skim
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Pages 75-84
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From page 75... ...
include moving a small numberofbistinctive objects around on a horizontal surface, observing them from different viewpoints, and describing the relationships among them.
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From page 76... ...
He or she should read the story on the students' sheet as the students read it, being sure that everyone realizes that the story refers to the map. The students will record responses both on the map and on the instruction sheet, so both pieces of paper should be collected at the end.
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From page 77... ...
| 1. James rowed in the pond for a while.
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From page 78... ...
After a while he was at the spot marked C Please ciraw the fort, the umbrella, and the merry-go-round in the space below, to show the way the p~aygrouncl ~ookecl to James when he looked at it from the spot marked C
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From page 79... ...
r -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- ___________________~ 1 1 Name Date Map of the Playground , , 1 12""222""""""'"''"""""""'"'""''""""""""'"""'' ''''''''''''''' .
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From page 80... ...
Task design considerations: Several issues connected with the presentation of th is task merit d iscussion. First, the task ddeals only with the relative positions of the three objects their order from left to right not the anoearance of each individual object.
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From page 81... ...
Nonetheless, it is worth reiterating that many concrete experiences that involve moving around to get different views of real objects are an essential part of developing visualization abilities. The assumption is that the early years of elementary school will provide many such experiences with small scale objects before students are asked to move to symbolic representations.
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From page 82... ...
The teacher would say to the students, "As James rows around on the lake, he can see these views of the playground. Show where the fort, umbrella, merry-go-round, and tree might be so that these views would be possible." An extension suggested by the discussion of task design considerations above would be to put some identifying marks on the playground equipment so that one or more of the pieces would look different from different directions.
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From page 83... ...
(Note that a location for D in which the fort blocks the umbrella is preferable to one in which the merry-go-round blocks the umbrella, because it looks as if the merry-go-round is not tall enough.) The pictures in question 3 are drawn in the correct order, although the individual drawings can be just good enough to be recognizab~e.
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From page 84... ...
Hanc/book of research on mathematics teaching and /earning. New York: Macmillan.
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