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Re: Benchmarks
Posted:
Mar 28, 1995 3:40 PM
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The issue may not be so much whether to include such an item (counting and
skip counting) as a benchmark as it is the interpretation one makes of the
outcome.
A child who counts fluently may or may not have constructed certain
accompanying mathematical understandings; the verbal fluency may not be an
indicator of much else other than an ability to memorize or imitate. That
is not to say that experience with counting is not worthwhile. I am only
suggesting that teachers who use this activity as a benchmark must be aware
of how they use the outcome in their decision making for further teaching.
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Hannah Slovin 1776 University Ave.
University of Hawaii Honolulu, HI 96822
Curriculum R & D Group (808)956-4985; FAX (808)956-4984
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