This is the summary of a presentation given at the 74th Annual NCTM Meeting, 25-28 April 1996, San Diego, CA.
Several problem-solving lessons and an open-ended written assessment were designed by a collaborating team of classroom teachers and university researchers. In each of five classrooms, students worked in small groups to solve the problems and presented their results and strategies to the whole class for an exchange of points of view. We will share samples of the tasks and student's individual written work and group transparencies.
Sharon Ross (California State University, Chico, CA)
See also Place-Value: Problem-Solving and Written Assessment Using Digit-Correspondence Tasks, a related article by Sharon Ross and Elisa Sunflower.
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