To Test or Not to Test? How Assessments Informed Teacher Decision Making in Elementary Mathematics

• In Event: Sheraton Roundtable Session Seven
  In Roundtable Session: Supporting Students' Mathematics Learning and Identities From Pre-K Through College (Table 16)

Abstract

This study explores mathematics classroom practices and teachers’ instructional decision-making shaped by accountability policies and standardized assessments. Through analysis of interviews with 3rd and 4th grade teachers (N=34) in California and Texas, the study elucidates the ways that teachers made sense of accountability policies to shape their instruction of mathematics. It further highlights distance learning practices that support opportunities to learn as a means to provide opportunities for students to see themselves as learners and doers of mathematics, particularly for culturally and linguistically diverse students.

Author

• Rosa Chavez, Texas Tech University
  Presenting Author