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Measuring Mathematical Knowledge for Teaching Using Computerized Adaptive Testing
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.

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