Assessing Students’ Mathematical Problem-Solving and Problem-Posing Skills

Roslinda Rosli, Dianne Goldsby, Mary Margaret Capraro

Abstract


Problem-solving and problem-posing have become important cognitive activities in teaching and learning mathematics. Many researchers argued that the traditional way of assessment cannot truly reveal what the students learnt and knew. Authentic assessment was used as an alternative method in assessing the students’ mathematical learning. A performance rubric is an appropriate tool in examining students’ ability to solve and pose mathematical problems.

Full Text: PDF DOI: 10.5539/ass.v9n16p54

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Asian Social Science   ISSN 1911-2017 (Print)   ISSN 1911-2025 (Online)

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