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Assessing Students’ Levels of Understanding Multiplication through Problem Writing

Jill Mizell Drake and Angela Barlow 

December 2007, Volume 14, Issue 5, Page 272

Abstract:
The potential of problem writing as a technique for assessing the depths of students' mathematical understandings. Discussions include sample student-generated word problems and connections between problem writing and the Process Standards. Teachers will understand how to use problem writing as assessment in the mathematics classroom.

Read how you can use this journal article as a Professional Development Experience.

Keywords:
Pre-K-2
Article
Authentic assessment
Grades 3-5
Conceptual Development
Communication
Open-ended assessments
Sample assessments
Teacher
Modeling
Problems
Skill and Fluency
Problem Solving / Problem Posing
Student Work
Multiplication and Division