Assessing Contemporary Notions of Mathematical Competence
by Melissa Gilbert — June 14, 2013
With the implementation of the Common Core State Standards for Mathematics (CCSSM), there is a shared definition of what it means to know mathematics across most of the United States. This commentary highlights two issues that must be considered and accommodated if we hope to develop meaningful and rich assessments of the contemporary definition of mathematical competence represented in the CCSSM. The first issue is to identify and distinguish among multiple types of mathematical knowledge and the second is to include multi-faceted measures of productive disposition. Assessments that address these issues have the potential not only to refocus implementation on curriculum and instruction rather than on testing and evaluation but also to provide the more nuanced understanding of students’ mathematical competence that is needed to be college and career ready in accordance with the CCSSM.
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