Abstract
Our research focuses on a growth model of teachers’ ability to assess student learning as a result of creating equitable instruction for students in informal school settings. We describe data collected as part of a study examining the mathematical reasoning of 3-5 students. Our research context took place in six elementary schools located in rural and urban settings. Here, we focus on one of the schools by describing how a teacher began her instruction and over time, how she developed her assessment strategies to ensure that students obtained access to and support for algebraic reasoning, mathematical content, and discourse.
| Original language | English |
|---|---|
| Title of host publication | Unknown book |
| Pages | 8 |
| Volume | 45 |
| State | Published - 2018 |