These components represent different aspects of a
complex whole and are not independent. Rather, they
are interwoven and interdependent and cannot be easily
separated.
This complexity of mathematics and the
interconnectedness of the processes of mathematics
have strong implications for assessment. An assessment
program that merely uses paper and pencil tests will
overlook many of the mathematical processes. An
assessment program that uses a variety of strategies
and tools will be more suitable to capturing the
complexity of mathematics. Rich mathematical tasks
allow students to develop and show their competencies
in problem solving, communication skills, mathematical
thinking and perseverance. Further, the timely use of
self-assessment helps students foster metacognitive
skills such as a positive attitude towards mathematics
and responsibility towards one’s own learning, that are
strongly recognized in the Singapore curriculum as being
essential to learning mathematics. Assessment that
includes observation and conferencing with students
allows teachers to have a window into students’
mathematical thinking and strategies for solving
problems. Comments and anecdotal feedback to
students helps students to determine the processes that
they are mastering well and those that need further
development. Such an assessment program is a
complex task for the teachers. However, in order to
develop mathematical proficiency in students, the full
range of content and mathematical processes must be a
foundation for curriculum, instruction, and assessment.
References
Blomhoej, M. & Hoeigaard, T. (2003). What’s all the fuss about
competencies? Experiences from using a competence
perspective on mathematics education to develop the
teaching of mathematical modeling. Paper presented at
ICMI – Study 14, Dortmund, Germany.
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up:
Helping children learn mathematics. Washington, DC:
National Academy Press.
Ministry of Education, Singapore. Mathematics Syllabus.
http://www1.moe.edu.sg/syllabuses/doc/Maths_Pri.pdf
Ruddock, G. (1998). Mathematics in the School Curriculum: an
International Perspective. Unpublished manuscript.
Suurtamm, C. & Vézina, N. (2003). Sustaining Quality
Curriculum, Mathematics: Background Research Report.
Prepared for Ontario Ministry of Education. s