Abstract

Equitable assessment of students’ mathematical thinking is imperative for effective instruction. This two-part study investigated teachers’ judgement of students’ mathematical thinking. In Study One, we used a national data set to determine the correlation between teachers’ judgement of students’ mathematical thinking and scores from a standardised measure of mathematics. The relationship was further explored to determine whether teachers’ perceptions of student-teacher conflict influenced their judgments about students’ mathematical thinking. Results demonstrate that teachers’ ratings of mathematics thinking significantly predicted students’ standardised scores. Results indicate that teachers’ perceptions of student-teacher conflict also moderated this relationship. Specifically, teachers’ judgments have a higher correlation with students’ standardised scores when conflict is high. In Study Two, the exploration is deepened by asking practicing teachers to evaluate a fictional classroom scenario.

摘要

公平评估学生的数学思维对于有效教学至关重要。这项由两部分组成的研究调查了教师对学生数学思维的判断。在研究一中，我们使用了一个国家数据集来确定教师对学生数学思维的判断与根据标准化数学测验得出的分数之间的相关性。进一步探讨了这种关系，以确定教师对师生冲突的看法是否影响他们对学生数学思维的判断。结果表明，教师对数学思维的评分显着预测了学生的标准化成绩。结果表明，教师对师生冲突的理解也缓和了这种关系。特别，冲突高时，教师的判断与学生的标准分数具有较高的相关性。在研究二中，通过要求执业教师评估虚构的课堂情景来加深探索。