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Classroom Assessment in Mathematics pp 179–191Cite as

Assessing Visualization: An Analysis of Chilean Teachers’ Guidelines

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Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

The aim of this paper is to describe how visualization should be assessed in schools as recommended by official curricular guidelines. We contend that researchers and policy makers have granted spatial abilities with the status of a key element to improve students’ mathematics performance. However, this importance seems to fade when developing curricular guidelines for assessing students while learning school mathematics and geometry. We conducted an analysis of the teacher’s official guidelines for the assessment of school mathematics in Chile. The analysis of two of those guides is considered in this paper. The results revealed that these guidelines do not provide sufficient guidance to teachers related to assessing visualization in schools; rather, their focus is on a culture of evaluation based on large-scale assessment techniques that leads to less emphasis on spatial abilities and more emphasis on calculation.

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Acknowledgements

This research is funded by the National Commission for Scientific and Technological Research, CONICYT PAI/INDUSTRIA 79090016, in Chile.

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Authors and Affiliations

  1. Faculty of Engineering and Science, Aalborg University, Aalborg, Denmark

    Melissa Andrade-Molina

  2. Department of Mathematics, Faculty of Science, Valparaiso University, Valparaiso, Chile

    Leonora Díaz Moreno

Authors
  1. Melissa Andrade-Molina
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  2. Leonora Díaz Moreno
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Corresponding author

Correspondence to Melissa Andrade-Molina .

Editor information

Editors and Affiliations

  1. Department of Teaching and Learning, University of South Florida, Tampa, Florida, USA

    Denisse R. Thompson

  2. Auburn University, Auburn, Alabama, USA

    Megan Burton

  3. University of Turin, Turin, Italy

    Annalisa Cusi

  4. Research Center for Learning and Teaching, Newcastle University, Newcastle upon Tyne, United Kingdom

    David Wright

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Andrade-Molina, M., Díaz Moreno, L. (2018). Assessing Visualization: An Analysis of Chilean Teachers’ Guidelines. In: Thompson, D., Burton, M., Cusi, A., Wright, D. (eds) Classroom Assessment in Mathematics. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-73748-5_12

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  • DOI: https://doi.org/10.1007/978-3-319-73748-5_12

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-73747-8

  • Online ISBN: 978-3-319-73748-5

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