Volume 50, Issue 4

Search all ZDM – Mathematics Education articles

August 2018

Assessment in mathematics education: issues regarding methodology, policy and equity

Issue Editors:

Guri A. Nortvedt,
Nils F. Buchholtz

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15 articles in this issue

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity
Guri A. Nortvedt
Nils Buchholtz
Survey Paper Open access 23 June 2018 Pages: 555 - 570
Assessment in the service of learning: challenges and opportunities or Plus ça Change, Plus c’est la même Chose
Hugh Burkhardt
Alan Schoenfeld
Original Article Open access 09 May 2018 Pages: 571 - 585
Effects of large-scale studies on mathematics education policy in Taiwan through the lens of societal and cultural characteristics
Fou-Lai Lin
Ting-Ying Wang
Yu-Ping Chang
Original Article 04 May 2018 Pages: 587 - 600
Conceptualizations of professional knowledge for teachers of mathematics
Michael Neubrand
Original Article 16 January 2018 Pages: 601 - 612
The challenges in the assessment of knowledge for teaching geometry
Dragana Martinovic
Agida G. Manizade
Original Article 11 April 2018 Pages: 613 - 629
Perception of student errors under time limitation: are teachers faster than mathematicians or students?
Lena Pankow
Gabriele Kaiser
Sigrid Blömeke
Original Article 19 May 2018 Pages: 631 - 642
Does schooling actually perpetuate educational inequality in mathematics performance? A validity question on the measures of opportunity to learn in PISA
Kajsa Yang Hansen
Rolf Strietholt
Original Article Open access 12 April 2018 Pages: 643 - 658
Geometry knowledge test about triangles: evidence on validity and reliability
Behiye Ubuz
Utkun Aydın
Original Article 26 June 2018 Pages: 659 - 673
Computer-based assessment of mathematics into the twenty-first century: pressures and tensions
Kees Hoogland
Dave Tout
Original Article 17 May 2018 Pages: 675 - 686
Measuring who counts: gender and mathematics assessment
Gilah C. Leder
Helen J. Forgasz
Original Article 04 May 2018 Pages: 687 - 697
Learners’ use of domain-specific computer-based feedback to overcome logical circularity in deductive proving in geometry
Taro Fujita
Keith Jones
Mikio Miyazaki
Original Article Open access 05 June 2018 Pages: 699 - 713
Combining and integrating formative and summative assessment in mathematics teacher education
Nils Frederik Buchholtz
Nadine Krosanke
Katrin Vorhölter
Original Article Open access 29 May 2018 Pages: 715 - 728
Reaping the benefits of assessment for learning: achievement, identity, and equity
Margaret Heritage
Caroline Wylie
Original Article 28 May 2018 Pages: 729 - 741
Self-regulation capacity of middle school students in mathematics
Sílvia Semana
Leonor Santos
Original Article 14 June 2018 Pages: 743 - 755
Where are we? The third take: review of Compendium for Research in Mathematics Education
Jeremy Kilpatrick
Book Review 12 June 2018 Pages: 757 - 763

Volume 50, Issue 4

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Assessment in the service of learning: challenges and opportunities or Plus ça Change, Plus c’est la même Chose

Effects of large-scale studies on mathematics education policy in Taiwan through the lens of societal and cultural characteristics

Conceptualizations of professional knowledge for teachers of mathematics

The challenges in the assessment of knowledge for teaching geometry

Perception of student errors under time limitation: are teachers faster than mathematicians or students?

Does schooling actually perpetuate educational inequality in mathematics performance? A validity question on the measures of opportunity to learn in PISA

Geometry knowledge test about triangles: evidence on validity and reliability

Computer-based assessment of mathematics into the twenty-first century: pressures and tensions

Measuring who counts: gender and mathematics assessment

Learners’ use of domain-specific computer-based feedback to overcome logical circularity in deductive proving in geometry

Combining and integrating formative and summative assessment in mathematics teacher education

Reaping the benefits of assessment for learning: achievement, identity, and equity

Self-regulation capacity of middle school students in mathematics

Where are we? The third take: review of Compendium for Research in Mathematics Education

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