Beyond Computation and Correctness: Contributions of Open‐Ended Tasks in Examining U. S. and Chinese Students’Mathematical Performance
- 1 March 1997
- journal article
- Published by Wiley in Educational Measurement: Issues and Practice
- Vol. 16 (1), 5-11
- https://doi.org/10.1111/j.1745-3992.1997.tb00580.x
Abstract
No abstract availableKeywords
This publication has 17 references indexed in Scilit:
- The Conceptual Framework for the Development of a Mathematics Performance Assessment InstrumentEducational Measurement: Issues and Practice, 2005
- Solution Processes and Interpretations of Solutions in Solving a Division-with-Remainder Story Problem: Do Chinese and U. S. Students Have Similar Difficulties?Journal for Research in Mathematics Education, 1995
- Assessment, Testing, and Instruction: Retrospect and ProspectReview of Research in Education, 1994
- Sense Making and the Solution of Division Problems Involving Remainders: An Examination of Middle School Students' Solution Processes and Their Interpretations of SolutionsJournal for Research in Mathematics Education, 1993
- Mathematics Achievement of Chinese, Japanese, and American Children: Ten Years LaterScience, 1993
- Research news and Comment: Performance AssessmentsEducational Researcher, 1992
- Using Performance Assessment for Accountability PurposesEducational Measurement: Issues and Practice, 1992
- Put to the Test: The Effects of External Testing on TeachersEducational Researcher, 1991
- Mathematics Achievement of Children in China and the United StatesChild Development, 1990
- Exploring the Episodic Structure of Algebra Story Problem SolvingCognition and Instruction, 1989