This project draws on efforts beginning in 2000 of researchers at the University of Michigan to develop measures of elementary and middle school mathematical knowledge for teaching; this work comprises the bulk of the NSF funded Learning Mathematics for Teaching (LMT) project. In contrast to conventional assessments of mathematical knowledge (e.g., the SAT or Woodcock-Johnson assessment), these measures investigate the special mathematical knowledge teachers use to work in classrooms with students. One of the key outcomes of this work from the point of view of the NSF Math and Science Partnerships (MSP's) is the flexibility afforded by a library of more than 300 items ranging across the content areas of number concepts, operations, patterns, functions and algebra, and geometry, allowing project directors and evaluators to custom tailor assessment instruments to meet their specific needs and the content and effects of professional development efforts.
The Principal Investigator of Measuring Mathematical Knowledge for Teaching Using Computerized Adaptive Testing is Stephen Schilling.
This site was created to enhance communication and collaboration
between partners within the Measuring Mathematical Knowledge
project as well as to inform the public of the efforts of the Math
and Science Partnership Program. While selected documents in the
library and resources sections have been made available
to the public, only logged in members of the
Measuring Mathematical Knowledge for Teaching Using Computerized Adaptive Testing project can post comments,
participate or read posts in the Working Groups, or see the interactive
Calendar.
