Paradigmatic Conflicts in Informal Mathematics Assessment as Sources of Social Inequity.

Watson, Anne

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Peer reviewed

ERIC Number: EJ587087

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0013-1911

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Paradigmatic Conflicts in Informal Mathematics Assessment as Sources of Social Inequity.

Watson, Anne

Educational Review, v51 n2 p105-15 Jun 1999

Interviews with 30 British primary and secondary teachers about informal math-assessment practices revealed differences in perceptions of how students can change, teaching practices, learning styles, desired outcomes, and views of math. These differences can lead to inequities in the way students are treated in educational systems. (SK)

Descriptors: Bias, Educational Practices, Elementary Secondary Education, Foreign Countries, Informal Assessment, Mathematics Tests, Teacher Attitudes

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: United Kingdom

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Author Affiliations: N/A