This project builds upon the prior work by creating problem-solving measures for grades 3-5. The elementary assessments will be connected to the middle-grades assessments and will be available for use by school districts, researchers, and other education professionals seeking to effectively measure children's problem solving. The aims of the project are to (a) create three new mathematical problem-solving assessments and gather validity evidence for their use, (b) link the problem-solving measures (PSMs) with prior problem-solving measures (i.e., PSM6, PSM7, and PSM8), and (c) develop a meaningful reporting system for the PSMs.
Associate Professor of Mathematics Education
About Me (Bio):
My scholarship agenda is guided by an embodied cognition perspective, framed by an overarching sociocultural metaperspective, and my own teaching and learning experiences. Students and teachers should become active problem solvers who demonstrate mathematical proficiency. My primary area of scholarship is exploring validity issues and trends within the context of measurement in mathematics education. Secondarily, I investigate ways to enhance instructional contexts to better support teaching and learning, especially learners’ mathematical proficiency. This agenda is pursued by scholarship focused on mathematics tasks, learning environment, and teachers as they influence students’ outcomes (e.g., problem-solving performance, contextualization of problem solving, etc.).