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Problem solving is central to mathematics learning (NCTM, 2014). Assessments are needed that appropriately measure students’ problem-solving performance. More importantly, assessments must be grounded in robust validity evidence that justifies their interpretations and outcomes (AERA et al., 2014). Thus, measures that are grounded in validity evidence are warranted for use by practitioners and scholars. The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4). The research question is: What validity evidence supports PSM4 administration? The PSM4 is one assessment within the previously published PSM series designed for elementary and middle grades students. Problems are grounded in Schoenfeld’s (2011) framework and rely upon Verschaffel et al. (1999) perspective that word problems be open, complex, and realistic. The mathematics in the problems is tied to USA grade-level content and practice standards (CCSSI, 2010).
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Problem solving and perseverance in geometry: Revelations from think alouds with middle grades students
Problem solving is a very important skill for students to learn (e.g., Bonilla-Rius, 2020; NGA, 2010), and part of developing problem solving skills is learning to persevere. One strategy for learning how to persevere is by providing students with materials that allow them the opportunity to engage with challenging problems (e.g., Kapur, 2010; Middleton et al., 2015). This study of the Volume unit of the AC2inG materials analyzes students’ strategies for problem solving and persevering. Findings from these think-aloud interviews indicate that different students will utilize one or more methods for solving challenging problems, such as asking clarifying questions, talking themselves through the problem, and attempting various mathematical approaches.
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- Award ID(s):
- 1907745
- PAR ID:
- 10434726
- Editor(s):
- Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; Drown, S.
- Date Published:
- Journal Name:
- Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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