SOLEDAD A. ULEP UNIVERSITY OF THE PHILIPPINES NATIONAL INSTITUTE FOR SCIENCE AND MATHEMATICS EDUCATION DEVELOPMENT Using Assessment to Improve Classroom Teaching through Lesson Study

Coverage Teaching through problem solving and classroom assessment Example of a mathematical task for assessment Role of lesson study in using assessment to improve classroom teaching Some issues on assessment

Teaching Mathematics through Problem Solving and Classroom Assessment By using this approach, through carefully developed mathematical problems, carefully formulated questions and carefully thought-out anticipated student responses, the teacher can: gather evidence on how students think and learn, and provide appropriate feedback to student responses that can push them to the limits of their understanding, and enable them to be aware of and to make progress in their own thinking and learning. As such, assessment is embedded in teaching.

Which of the following is true based on the figure? A.The total area of the shaded region is equal to the total area of the unshaded region. B.The area of the big shaded triangle is half the area of the rectangle. C.The total area of the shaded region is greater than the total area of the unshaded region. D.The total area of the shaded region is less than the total area of the unshaded region. Explain why this is your answer. Example of a Mathematical Task for Assessment

Tryout of Assessment Tasks

What is the area of the triangle shown below? Show your complete solution. 12cm 4 cm

Answer: C

Answer: D

Role of lesson study in using assessment to improve classroom teaching Lesson study provides opportunities for teachers to: reflect on their knowledge about concepts, skills, etc and examine their practices in teaching them thereby deepening their own understanding of these and increasing their competence in teaching them change the focus of assessment to include not only basic skills and procedures/ algorithms but most importantly, mathematical thinking and communication

Some Issues To what extent does central assessment conform with the notions of good practice of mathematics teaching?

THANK YOU!