posted by:
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Susan Friel
on May 22, 1998
at 3:23PM
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subject:
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Relating Assessment and Instruction
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Hi, this is Susan Friel from North Carolina. I'm Co-PI with Mack on the MIPS Project. I've been spending quite bit of time trying to sort out how to help teachers (and me!) (1) believe that it is important to listen to children's thinking about mathematics and (2) to develop ways that promote children's thinking and their developing (inventing) mathematics that makes sense to them. The CGI project is central to this...but work like the cases from Deborah Schifter's DMI project also play a role. Materials from curriculum projects like Investigations also have the potential to support this kind of work. I think we're beginning to find ways to accomplish these goals with teachers. But, in reality, the whole purpose for this is to be able to design more appropriate instruction for the students you are listening to as a form of ongoing assessment. This part of the process isn't easy when you have a classroom full of students. I was wondering if any of you have given this thought, that is, how to help teachers link listening to children's mathematical thinking with instructional planning?
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