1. Understanding Mathematics
a. Organized subject with comprehensive learning standards published by NVTM
b. NCTM (2006):
i. All students receive high quality math instruction
ii. Math programs emphasize problems that
1. build on prior knowledge
2. and actively engage students in doing math
iii. All students should be doers of math
c. Standardized tests
i. Items are developed by professionals with only best chosen
ii. Learning standards by NCTM
iii. KeyMath-3 DA
1. good
iv. TOMA-2
1. Screening instrument due to limited validity and reliability
d. CBM
i. Teachers select problems or questions that sample math knowledge and skills
from student math curriculum
ii. Help teachers to:
1. Diagnose students who have difficulty with math concepts or skills
currently being taught
2. Determine types of intervention needed for students in RTI tier 1-2
3. Monitor progress
4. Evaluate instruction and make adjustments
e. Suggested accommodations for using CBM
i. Accommodations do not substantially change the instructional level, content or
assessment criteria, but do provide a better way for students with disabilities to
access the curriculum and demonstrate what they know
ii. They can occur in the following:
1. Instructional/assessment accommodations
a. Extra time for a test
2. Material accommodations
a. Arranging problems in a certain order, or a color code
3. Environmental accommodations
a. A quieter area, or different test time
f. Error analysis
i. Check student work and analyzing errors is important in math
ii. Common areas
1. Addition and subtractions (carrying/borrowing)
2. Multiplication and division (alignment)
3. Fractions (remaining fractions or ignoring remained)
4. Word problems (reading or interpretations)
g. Using performance-based assessment
i. Real world measurement, authentic situations
ii. Examples of types:
1. Portfolios- collection of work over time
2. Authentic – banking experience, budget, or building projects
3. exhibit
