Secondary School Results for the Fourth NAEP Mathematics Assessment: Discrete Mathematics, Data Organization and Interpretation, Measurement, Number and Operations

1988 ◽  
Vol 81 (4) ◽  
pp. 241-248
Author(s):  
Catherine A. Brown ◽  
Thomas P. Carpenter ◽  
Vicky L. Kouba ◽  
Mary M. Lindquist ◽  
Edward A. Silver ◽  
...  
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Mathematics Teacher ◽  
Mathematics Assessment ◽  
Discrete Mathematics ◽  
Data Organization ◽  
Seventh Grade ◽  
Educational Progress ◽  
National Assessment

This article is the first of two articles reporting on the seventh-grade and eleventh- grade results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP) administered in 1986. The elementary school results appear in companion articles in the Arithmetic Teacher (Kouba et al. 1988a, 1988b). Secondary school data from previous national assessments have been reported in the Mathematics Teacher (see, e. g., Carpenter et al. [1980, 1983))

Secondary School Results for the Fourth NAEP Mathematics Assessment: Algebra, Geometry, Mathematical Methods, and Attitudes

1988 ◽  
Vol 81 (5) ◽  
pp. 337-397
Author(s):  
Catherine A. Brown ◽  
Thomas P. Carpenter ◽  
Vicky L. Kouba ◽  
Mary M. Lindquist ◽  
Edward A. Silver ◽  
...  
Keyword(s):  
Secondary School ◽  
Mathematics Assessment ◽  
Discrete Mathematics ◽  
Data Organization ◽  
Seventh Grade ◽  
Educational Progress ◽  
Mathematical Methods ◽  
National Assessment ◽  
Mathematics Course

This article is the second of two articles reporting on the seventh-grade and eleventh-grade results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP) administered in 1986. The first article (Brown et al. 1988) presented the background, methodology, and the results of students' performance on discrete mathematics, data organization and interpretation, number and operations, and measurement. This article reports students' performance on variables and relations, geometry, fundamental methods of mathematics, and attitudes. An analysis of eleventh-grade students' performance by mathematics course background was possible, and these data will be reported here where appropriate.

Results and Implications of the Second NAEP Mathematics Assessments: Elementary School

1980 ◽  
Vol 27 (8) ◽  
pp. 10-12 ◽  
Author(s):  
Thomas P. Carpenter ◽  
Henry Kepner ◽  
Mary Kay Corbitt ◽  
Mary Montgomery Lindquist ◽  
Robert E. Reys
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Mathematics Teacher ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
National Assessment ◽  
Mathematics Assessments ◽  
Companion Article

The National Assessment of Educational Progress (NAEP) has completed its second mathematics assessment. This article focuses on the results from this second assessment of 9-year-olds and 13-year-olds. A companion article in the May 1980 Mathematics Teacher examines the secondary school data.

Results of the Fourth NAEP Assessment of Mathematics: Number, Operations, and Word Problems

1988 ◽  
Vol 35 (8) ◽  
pp. 14-19
Author(s):  
Vicky L. Kouba ◽  
Catherine A. Brown ◽  
Thomas P. Carpenter ◽  
Mary M. Lindquist ◽  
Edward A. Silver ◽  
...  
Keyword(s):  
Secondary School ◽  
Word Problem ◽  
Mathematics Teacher ◽  
Grade Level ◽  
Mathematics Assessment ◽  
Third Grade ◽  
Seventh Grade ◽  
National Assessment ◽  
The Third ◽  
The Given

This article is the first of two articles to appear in the Arithmetic Teacher reporting the third-grade and seventh-grade results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP). The secondary school data appear in companion articles in the Mathematics Teacher (Brown et al. 1988a, 1988b). This article summarizes the major results of the performance on number, operations, and word-problem items. Some examples of the data are given to support conclusions about what students in general are and are not learning. The specific items reported are altered items that are parallel to the actual items and are illustrative of the results. The actual items are not included because they may be used in future assessments. Interpretations were made from analysis of the actual items. Not all items in the assessment were given to both third-grade and seventh-grade students. Some were administered only when appropriate for the given grade level. Results for eleventh-grade students are included when such information aids in understanding the performance of the third-grade or seventh-grade students.

Results and implications of the NAEP mathematics assessment: elementary school

1975 ◽  
Vol 22 (6) ◽  
pp. 438-450
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
Elementary School ◽  
Age Groups ◽  
General Information ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
National Assessment

The National Assessment of Educational Progress (NAEP) has now reported its first mathematics assessment.* This article will examine the NAEP mathematics assessment for the two youngest age groups: 9-year-olds and 13-year-olds. The mathematics assessment was done in 1972-73 and will be repeated each five years, with about half of the exercises repeated from one assessment to the next. Previous articles in the Arithmetic Teacher (Foreman and Mehrens, 1968; Martin and Wilson, 1974) have provided information on the nature of the exercises, the procedures for assessment, the purposes of assessment, and general information on NAEP.

Results of The Second NAEP Mathematics Assessment: Secondary School

1980 ◽  
Vol 73 (5) ◽  
pp. 329-338 ◽  
Author(s):  
Thomas P. Carpenter ◽  
Mary Kay Corbitt ◽  
Henry S. Kepner ◽  
Mary Montgomery Lindquist ◽  
Robert Reys
Keyword(s):  
Secondary School ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
National Assessment ◽  
School Year ◽  
Educational Attainments ◽  
Comprehensive Data ◽  
Measure Change

The National Assessment of Educational Progress (NAEP) completed its second mathematics assessment during the 197778 school year. The two major goals of the assessment are to make available comprehensive data on specific educational attainments of young Americans and to measure change in their educational attainments.

Decimals: Results and Implications from National Assessment

1981 ◽  
Vol 28 (8) ◽  
pp. 34-37
Author(s):  
Thomas P. Carpenter ◽  
Mary Kay Corbitt ◽  
Henry S. Kepner ◽  
Mary Montgomery Lindquist ◽  
Robert E. Reys
Keyword(s):  
Elementary School ◽  
Mathematics Assessment ◽  
School Mathematics ◽  
Educational Progress ◽  
National Assessment ◽  
Elementary School Mathematics ◽  
Formal Instruction ◽  
Common Fractions ◽  
Metric Measurement ◽  
Insight Into

Decimals are receiving more as well as earlier emphasis in today's elementary school mathematics programs. The increased use of calculators and metric measurement coupled with a reexamination of the appropriateness of the scope and sequence of common fractions provide impetus for such a change. The results of the second mathematics assessment of the National Assessment of Educational Progress (NAEP) can help us make this change effectively. They give some indication of how 9-year-olds handled decimals prior to much formal instruction and insight into areas of difficulty for 13-year-olds who have received instruction.

Students' Affective Responses to Mathematics: Results and Implications from National Assessment

1980 ◽  
Vol 28 (2) ◽  
pp. 34-53
Author(s):  
Thomas P. Carpenter ◽  
Mary Kay Corbitt ◽  
Henry S. Kepner ◽  
Mary Montgomery Lindquist ◽  
Robert E. Reys
Keyword(s):  
Mathematics Teacher ◽  
Affective Responses ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
National Assessment ◽  
Negative Feelings

Mathematics, for a number of reasons, is sometimes viewed as an unpopular subject, one that provokes strong negative responses among students. Results on questions about students' affective responses to mathematics administered during the second National Assessment of Educational Progress (NAEP) mathematics assessment showed, however, that for younger students, in particular, mathematics did not necessarily evoke strong negative feelings. In fact, mathematics was liked and enjoyed by a majority of respondents. Results for the 9-yearolds and some results for the 13-yearolds are reported in this article; similar analyses of results for the 13-year-olds and 17-year-olds are presented in the October 1980 issue of the Mathematics Teacher.

Results and Implications of the NAEP Mathematics Assessment: Secondary School

1975 ◽  
Vol 68 (6) ◽  
pp. 453-470
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Dropouts ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
School Dropouts ◽  
National Assessment ◽  
Mathematical Concepts ◽  
Academic Year

During the 1972-73 academic year. the National Assessment of Educational Progress (NAEP) conducted its first assessment in mathematics. Representative national samples of 9-year-olds, 13-year-olds, 17-year-olds (including high school dropouts and early graduates), and adults between the ages of 26 and 35 were assessed to determine their levels of attainment in mathematical concepts and skills.

Results of the Third NAEP Mathematics Assessment: Secondary School

1983 ◽  
Vol 76 (9) ◽  
pp. 652-659
Author(s):  
Thomas P. Carpenter ◽  
Mary M. Lindquist ◽  
Westina Matthews ◽  
Edward A. Silver
Keyword(s):  
United States ◽  
Academic Achievement ◽  
Secondary School ◽  
The United States ◽  
Mathematics Assessment ◽  
National Commission ◽  
Educational Progress ◽  
National Assessment ◽  
The Third ◽  
Excellence In Education

The recent publication of the Report of the National Commission on Excellence in Education (1983) has focused national attention on the state of education in the United States and the academic achievement of students. The results of the third mathematics assessment of the National Assessment of Educational Progress (NAEP) provide a basis for examining students’ performance in mathematics and how it has changed over the last decade.

Today's Elementary School Teachers Are Better Prepared in Mathematics

1979 ◽  
Vol 26 (7) ◽  
pp. 48-51
Author(s):  
Fred L. Pigge ◽  
Thomas C. Gibney ◽  
John L. Ginther
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Educational Progress ◽  
Assessment Data ◽  
School Teachers ◽  
National Assessment ◽  
Graduate Teacher Education ◽  
Proper Balance ◽  
Current Emphasis

The data from the first mathematics survey of the National Assessment of Educational Progress (NAEP) showed a mixed picture of strengths and weaknesses in our mathematics programs. An examination of the assessment data suggests that the current emphasis on arithmetic skills in undergraduate and graduate teacher education should be examined to find a proper balance between skill and understanding, as well as between arithmetic s kills and skills in measurement and geometry.

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