USTP

CDO

Assessment and Evaluation in Math

MATH 322

9093164299 radaza.mariarizza@ustp.edu.ph
 Meet Our TEAM
RADAZA MA. RIZZA WENNA JEMLANI , HANNAH

BACAL KENT ODILIO LADAO CHRISTIAN GEMAR

BACHINICHA EDGAR JR. RABAGO BROOKSHELD

FUEGO JECEL SALISE HAZEL ANN

 Intended Learning
Outcomes
Discuss ways on how to make use of assessment
results in large-scale assessments and classroom
assessments.

Describe specific examples from around the globe

that teachers have used to respond to the principles
of classroom assessment.
 Topics to discuss...

1 2 3
2.4.1 Assessments 2.4.2 Impact of Large-
Driving Reform 2.4.3 “Teaching to the
Scale Assessment on
Test”
Classroom Assessment

4 6
5
2.4.4 Examples of Positive
Interaction Between Large-
2.4.5 Making Use of 2.4.6 Suggestions for
Scale
Assessment and Classrooms Assessment Results Future Work
 Buzz Beat to Number
Mechanics
1. The facilitator will call a number to answer the thrown question.
2. after at most 30 seconds 2.4.2
ifImpact of Large- number won't respond, the
the called 2.4.3 “Teaching to the
Scale Assessment on
Test”
number next to it will automatically
Classroom Assessment answer the question.
3. the recipient who will get the correct answer will get an
acknowledgement.

2.4.5 Making Use of 2.4.6 Suggestions for

Assessment Results Future Work
 BUZZ BEAT OF NUMBERS
1 Abellanosa 11 Goma 21 Sanchez

2 Abogatal 12 Lag-ud 22 Suralta

3 Amper 13 Langot 23 Tangente

4 Bajuyo 14 Lubaynon 24 Tumanda

5 Barcelo 15 Lumban 25 Unson

6 Blanco 16 Mende 26 Usman

7 Cuñado 17 Pabillaran 27 Villamero

8 Dacup 18 Pahay 28 Yatol

9 Deligencia 19 Quiño 29 Allaga

10 Gallogo 20 Renta 30
 OVERVIEW

Assessment is always a2.4.2

process of reasoning from evidence. By
Impact of Large-
2.4.3 “Teaching to the
Scale
its very nature, moreover, Assessment on
assessment is imprecise Test” to some
Classroom Assessment
degree. Assessment results are only estimates of what a person
knows and can do (Pellegrino et al. 2001, p. 2).

2.4.5 Making Use of 2.4.6 Suggestions for

Assessment Results Future Work
Assessments
Driving
Reform
1st Presenter - Ladao
What
What is
is Reform?
Reform?

The amendment,

to put or change into an improved form or

condition.

The removal of some abuse or wrong”

 What
What is
is Assessment
Assessment Reform?
Reform?

The NEP 2020 has rightly acknowledged the need

for assessment reform by envisioning the
National Assessment Centre PARAKH
(Performance Assessment, Review, and Analysis
of Knowledge for Holistic development), which
would set standards and prescribe norms to
improve the educational system.
 "One issue is whether the results of
large-scale assessment should drive
curriculum and instructional reform
(Barnes et al. 2000)."
In particular, if countries have
nationally organised exit
examinations, these may drive
(or hinder) reform.

.For instance, in many countries the

OECD PISA results have affected
curriculum in such a way to focus it
more specifically on particular topics,
such as problem solving (De Lange
2007).
What
What is
is the
the importance
importance of
of
Assessment
Assessment Reform?
Reform?
 What
What is
is the
the importance
importance of
of
Assessment
Assessment Reform?
Reform?

To improve learning and teaching

To promote the research, consensus building,

and systemic changes needed

To ensure equitable educational

opportunities and high levels of educational
achievement for all students
Assessment
Reform in the
Philippines
 Republic
Republic Act
Act of
of 10,533
10,533
Enhanced
Enhanced Basic
Basic Education
Education Act
Act of
of
2013
2013 (K–12)
(K–12)

It is one of the
biggest reforms that
Philippines has
experienced after
more than 50 years
of having a 10-years
educational system.
 What
What is
is the
the goal
goal of
of Republic
Republic Act
Act
of
of 10,533
10,533

It introduces programs and projects that aim

to expand and improve the delivery of basic
education in the country.
"The K to 12 system aims to improve
Filipino students' skills in
mathematics, science, and linguistics
to further exhibit competence in the
global job market."
Impact of Large-
Scale
Assessment on
Classroom
Assessment
2nd Presenter - Salise
 Introduction

Influence of assessments is not just on

the content of instruction but on the
types of tasks that students often
experience
Swan and Burkhardt (2012)
Can be used or designed to generate
information useful for interventions
(Black & Wiliam, 2005)

Provides feedback that can be used for the

improvement of assessments, policies and
regulations, and learning resources.
“By participating in PISA, we will be
able to establish our baseline in
relation to global standards and
benchmark the effectiveness of our
reforms moving forward. The PISA
results, along with our own
assessments and studies, will aid in
policy formulation, planning, and
programming,” the DepEd statement
read.
Sulong Edukalidad
K to 12 review and updating
Improvement of learning facilities
Teachers and school heads’ upskilling
and reskilling through a transformed
professional development program and
Engagement of all stakeholders for
support and collaboration
PISA Action Initiative
“This is a short-term intervention that aims to act
on what we learned from our participation in
PISA 2018 to improve learning delivery,
assessment, and learning resources,”

- DepEd Bureau of Education Assessment Education Research

Division Senior Education Program Specialist Abigail Alviz
Analysis of the Filipino Learners' Difficulty
integrating and generating inferences
occupational and personal situation-based items
open-response items
problem solving
interpretation

PISA National Team Data Manager and statistician Alexander

A. Sucalit, Jr.
Why Education in Singapore
works?
 BUZZ BEAT OF NUMBERS
1 Abellanosa 11 Goma 21 Sanchez

2 Abogatal 12 Lag-ud 22 Suralta

3 Amper 13 Langot 23 Tangente

4 Bajuyo 14 Lubaynon 24 Tumanda

5 Barcelo 15 Lumban 25 Unson

6 Blanco 16 Mende 26 Usman

7 Cuñado 17 Pabillaran 27 Villamero

8 Dacup 18 Pahay 28 Yatol

9 Deligencia 19 Quiño 29 Allaga

10 Gallogo 20 Renta 30
Questions:
a) What are your insights regarding the video
presentation?
b) How do you describe Singapore's Educational
System?
c) What makes it different with our educational
system?
“Teaching to
the Test”
3rd Presenter - Fuego
If the assessment is well
designed and aligns with
curriculum goals then
“Teaching to the test” is a
positive practice.
 HIGH STAKES
ASSESSMENT
A. Measuring performance across the range of task-
types used.
B. Exemplifying performance objective is an
operational form that teachers and students
understand.
C. Determining the patterns of teaching and learning
activities in most classroom.
 TEACHING TO THE TEST
Also known as Item Teaching means
teaching only the specific items found on
the test. This means researching what all
can be tested and then basing all of your
instructional materials on concepts and
questions that appear on the test without
any deviations.
 HIN G TO
TEAC
E TE ST
TH
If the teacher directs instruction towards the body
of knowledge or skills that a test represents, we
applaud that teacher`s effort. This kind of
instruction teaches us the knowledge or skills
represented by test.
YES
NO
In Item -Teaching
teachers organize their
instruction either around the
actual items found on a test
or around a set of look - alike
items.
Advantages
 EASY PLANNING
OF CURRICULUM
Planning a course syllabus in an effective manner which
ensures excellent score improvement within a short time
span by putting less hard work by student is possible.

As a first step, obtain the exam outline or test plan and

actual previous year papers and use it as a temple to
create an entire class.
 CURRICULUM IS
FOCUSED ON EXAM
Teaching to the test is the most direct
way of preparing them. Many practices
test and other test prep materials are
available that can help in determining
what students need to know.
 STUDENTS EXTREMELY
AWARE OF TEST NEEDS
With a one-word answer, you`re removing
a common, repeated question in your day-
to-day class. Rather than trying to figure
out what might be on the test and what
won`t, your students will be able to focus
on leaning what you`re teaching.
disadvantages
 Students are
more likely to
cheat
The high-stakes pressure
that students feel to pass
their certification exams gets
worse if your entire course is
strictly focused on test day.
 Students
memorizing
answers instead of
learning
information
It`s important for students to
memorize certain items like
terminologies, definitions and
quotations, students also need to know
how to develop a sense of subjects,
carry out processes, use technologies
and solve problems.
 Students miss
out on learning
crucial concepts
and skills
When students are completely focused on using the
test plan or practice exams as a guide for learning,
they would automatically ignore key and relevant
information in the chapters which may be
foundational in nature for subsequently chapters.
“IS T EA C H IN G
TO TE S T IT E M S
W R O N G ?” ??
The purpose of most educational testing is to allow
teachers, parents and others to make accurate
inferences about the level of mastery that students
have achieved with respects to a body of knowledge
or a set of skills
QUESTION

“Should you
teach to the
test?”
 ASSESSMENTS REFLECT WHAT IS IMPORTANT
FOR STUDENTS TO LEARN ABOUT
MATHEMATICS, BOTH IN TERMS OF CONTENT
AND PERFORMANCE, THEN “TEACHERS WHO
TEACH TO THE TEST ARE LED TO DELIVER AND
A BALANCED CURRICULUM”

(SWAN AND BURKHARDT)

 BUZZ BEAT OF NUMBERS
1 Abellanosa 11 Goma 21 Sanchez

2 Abogatal 12 Lag-ud 22 Suralta

3 Amper 13 Langot 23 Tangente

4 Bajuyo 14 Lubaynon 24 Tumanda

5 Barcelo 15 Lumban 25 Unson

6 Blanco 16 Mende 26 Usman

7 Cuñado 17 Pabillaran 27 Villamero

8 Dacup 18 Pahay 28 Yatol

9 Deligencia 19 Quiño 29 Allaga

10 Gallogo 20 Renta 30
Examples of Positive
Interaction Between
Large-Scale
Assessment and
Classrooms
4th Presenters - Bacal
and Bachinicha
 Large-scale assessment and classroom assessment

Large-scale Classroom
assessments are assessments are
tests or other data test that are
collection administered to
procedures know the
administered to progress or the
large numbers of educational
students at the same status of a
time. student.
If the enacted curriculum of the classroom and the assessed
curriculum are to inform each other and to enhance student
learning in positive and productive ways, then large-scale
external assessments cannot operate in isolation from the
classroom

three broad purposes served by assessments in

classroom and large-scale contexts:

1. assisting learning
2. measuring individual student achievement
3. evaluating programs
Assessment to Assist Learning
These assessments provide specific information about students’
strengths and difficulties with learning.

Assessment of Individual Achievement

to make decisions about individuals is that conducted to help
determine whether a student has attained a certain level of
competency after completing a particular phase of education

Assessment to Evaluate Programs

to help policy makers formulate judgments about the quality
and effectiveness of educational programs and institutions
 The content of the
texts on assessment
used in institutions for
training teachers
shows that the
prevailing idea was that
the tests that teachers
used in the
classroom should be
replicas of the large-
scale tests.
Examples of Positive
Interaction Between
Large-Scale
Assessment and
Classrooms
4th Presenters - Bacal
and Bachinicha
 Shalem et al. (2012) there were
three important outcomes for
Despite this widespread
teachers:
use of Large-scale
1. teachers developed an
assessment, Emad Ababneh
understanding of the content
et. al, argue that their
assessed at a particular grade
impact could be even
and at what cognitive demand
greater if a number of
2. teachers could reflect on their
crucial aspects were
own practice as they identified
improved for the
whether the content was
implementation of these actually taught in classrooms
assessments. 3. teachers developed a more
robust understanding of the
curriculum.
Paek suggests that learning trajectories are one
means “to make an explicit and direct connection of
high-level content standards, what is measured on
high-stakes large-scale assessments, and what
happens in classrooms”

what are the learning trajectories?

Learning trajectories have three parts:

a) a mathematical goal
b) a developmental path along which children develop
to reach that goal
c) a set of instructional activities, or tasks, matched
to each of the levels of thinking in that path that
help children develop higher levels of thinking.
Paek suggests that learning trajectories are one
means “to make an explicit and direct connection of
high-level content standards, what is measured on
high-stakes large-scale assessments, and what
happens in classrooms”

what are the learning trajectories?

Learning trajectories have three parts:

a) a mathematical goal
b) a developmental path along which children develop
to reach that goal
c) a set of instructional activities, or tasks, matched
to each of the levels of thinking in that path that
help children develop higher levels of thinking.
 Knowledge of such trajectories can be
used in the development
of assessment items but also can help to
inform teachers about how students
learn
particular concepts.
Making Use of
Assessment
Results
5th Presenters -
Rabago and Jemlani
INTRODUCTION AND
PURPOSE OF THE
PRESENTATION
 WHAT IS
ASSESSMENT?
process of gathering data to
better understand the strengths
and weaknesses of student
learning.

(Harris and Hodges, 1995)

 TYPES OF
ASSESSMENT
 GUESS THE WORD!

V E M A T I R O F
ANSWER

form at iv e
assess m en t
 e s an d t e s ts
ar e quiz z
al ua t e h o w
t ha t ev
l ea rn in g
someone is
r o ug ho u t a
material th
course.
 GUESS THE WORD!

MM S A U I V E T
ANSWER

sum m ativ e
assess m en t
 a n d te st s
are quizzes
lu a te h ow
that eva
o m eo n e h as
mu ch s
th r ou gho u t a
lea rned
course.
 GUESS THE WORD!

I A D N G C S T O I
ANSWER

diagn ost ic
assess m en t
 ts t ha t
a ssessm en
in - de p th
provides
ab o u t a
details
s ki ll s in a
student's
fic do m a in .
speci
IMPORTANCE
OF USING
ASSESSMENT
RESULTS
 r es ul ts f or
Usin g th e
e nt is th e
im pr ov em
ss es sm e nt.
goal of a

to inform decision making

and to improve the teaching
and learning.
A better alignment of the
curriculum with desired outcomes

The creation of useful rubrics

Evidence that students are

meeting or exceeding learning
expectations.
 ANALYZING
ASSESSMENT
RESULTS
NOW THE STUDENTS HAVE
ALREADY TAKEN THE
ASSESSMENT WHAT DO WE DO
NEXT?
PATTERNS OF NEEDS
PATTERNS
are common results in data for a group of students. A pattern should be
specific and allow you to target instruction where it is needed. For example, you
might notice that although the average on an assessment was 85%, more than
70% of students missed questions 3, 4, and 5—indicating a pattern in your data.

NEEDS
are areas that impact student performance. Continuing with our same example,
we might find that questions 3, 4, and 5 were the only three questions that
focused on one particular standard. Areas of need may be skilled-based or
content-based. Need does not necessarily mean an area of weakness; there could
be a need for enrichment if there is a pattern of student strength.
IDENTIFYING PATTERNS OF NEED PROVIDES
EDUCATORS WITH TWO INVALUABLE
OPPORTUNITIES:
gaining a deep understanding of trends in students’ challenges and
strengths

brainstorming collaboratively around instructional strategies for

enriching students’ strengths and building on areas where instruction
can improve.
https://www.illuminateed.com/blog/2020/02/analyzing-assessment-results-for-problem-analysis/
https://www.illuminateed.com/blog/2020/02/analyzing-assessment-results-for-problem-analysis/
Making Use
of
Assessment
Results
5th Presenters -
Rabago and Jemlani
 USING OF
ASSESSMENT
RESULTS IN
LARGE-SCALE
Assessment results from large-scale assessments
can be used in a variety of ways to improve
education and support student learning.

HERE ARE A FEW EXAMPLES OF HOW ASSESSMENT

RESULTS CAN BE USED IN LARGE-SCALE ASSESSMENT
01. Identify achievement gaps 04. Informing instructional
decisions
02. Evaluate program
effectiveness 05. Evaluate program
effectiveness
03. Compare student
achievement over time 06.Supporting accountbility
 USING OF
ASSESSMENT
RESULTS IN
CLASSROOM
Assessment results can be used in a classrooms in
a variety of ways to improve teaching and
learning.

HERE ARE A FEW EXAMPLES OF HOW ASSESSMENT

RESULTS CAN BE USED IN CLASSROOMS

01. identifying areas of 04. evaluate teaching

weakness effectiveness
02. Monitoring students 05. supporting communication
progress with families
03. informing instruction 06. provide feedback to
students
assessment results can also be used to measure
individual student progress. here are some ways in
which assessment results can be used to measure
individual progress.

COMPARE CURRENT PERFORMANCE TO PREVIOUS

PERFORMANCE
SET INDIVIDUAL GOALS
VALIDITY AND
RELIABILITY
 VALI D I T Y

refers to the extent to which an assessment

measures what it is intended to measure. if an
assessment is not valid, the results may not
accurately reflect student's knowledge, skills, or
abilities, which can have serious consequences for
students and teachers.
RE L I A B I L I T Y

refers to the consistency and stability of

assessment results. if an assessment is not reliable,
the results may vary from one administration to the
next, which can affect the accuracy and fairness of
decisions based on the assessment.
 STRATEGIES
FOR ENSURING
VALIDITY AND
RELIABILITY
01. develop clear assessment objectives
to ensure that an assessment is valid, it is important
to have clear objectives and to ensure that the
assessment measures what is intended to measure.

02. use appropriate assessment formats

different assessment formars may be more
appropriate for measuring different types of
knowledge or skills.

03. conduct item analysis;

item analysis can help identify problematic items,
such as items that are too easy or too difficult or
that do not discriminate well between high and low
performers.
BEST PRACTICES
FOR USING
ASSESSMENT
RESULTS
01. involves stakeholders in the process
Engaging stakeholders such as teachers, parents,
students, and administrators can increase buy-in and
support for the assessment process.

02. use data to inform decisions

assessment results should be used to make data-
informed decisions, such as identifying areas of
strength and weakness, setting goals, and ajusting
instructional practices.

03. create actionable goals

assessment results should be used to set realistic
and actionable goals for student learning.
04. provide timely feedback
providing timely feedback to students, parents, and
teachers can help support student learning and
improve instructional practices.

05. use multiple measures of assessment

using multiple measures of assessment, such as
formative and summative assessments, can provide
more comprehensive understanding of student
learning,

06. maintain confidentiality and security

assessment results should be kept confidential and
secure to protect student privacy and maintain the
integrity of the assessment.
 BUZZ BEAT OF NUMBERS
1 Abellanosa 11 Goma 21 Sanchez

2 Abogatal 12 Lag-ud 22 Suralta

3 Amper 13 Langot 23 Tangente

4 Bajuyo 14 Lubaynon 24 Tumanda

5 Barcelo 15 Lumban 25 Unson

6 Blanco 16 Mende 26 Usman

7 Cuñado 17 Pabillaran 27 Villamero

8 Dacup 18 Pahay 28 Yatol

9 Deligencia 19 Quiño 29 Allaga

10 Gallogo 20 Renta 30
Suggestions
for Future
Work
6th Presenter - Radaza
 Assessments helps to...

highlight achievement gaps

point to areas where adaptations to instruction might
be required
lead to reforms in curriculum and teaching.

mathematical INTERNATIONAL organizations (forums)

International Commission on Mathematical Instruction

the National Council of Teachers of Mathematics (NCTM)
Modern international large-scale assessment in education: an
integrative review

International large-scale assessments (ILSAs) - empirical studies

that assess educational abilities around the world.
What are the challenges and or issues in attempting to
bring all stakeholders for assessment to the table—
developers of large-scale national or international
assessments, textbook publishers or developers,
classroom teachers?

coherence/barrier due to cultural differences and

language
complexity of operations and implementation because
of multiple forces at work in that system
Wide scope requires extensive decisions especially in
resources
 What are issues in attempting to ensure that
important mathematical practices/processes are
evident in assessments?

the content principle - content complexities

What is the mathematical content of the assessment?
What mathematical processes are involved in
responding?
The learning principle - distorted instruction
How are enhanced learning and good instruction
supported by the assessment?
What are its social and educational consequences?
What training or skills do teachers need to develop to be able
to analyse/critique assessments?

The 6 elements of assessment literacy

1. Classroom assessment skills

2. Knowledge of misconceptions and mistakes
3. Interpretation and intervention skills
4. Knowledge of exam system
5. Exam technique
6. Critical understanding of assessment

Knowledge application critical understanding

 Should policy decisions be made based on large-scale
assessments, given evidence that some assessments may not reflect
students’ achievement when the assessment has little impact on
students’ educational lives (e.g., some students do not give their
best effort on the assessment)?

yes. why?

research resulting from ILSAs has improved our understanding of how

educational systems operate, informing policy decisions that are based on strong
and reliable evidence. Various impact studies have shown that ILSA results have
been used to support policymaking (e.g., Breakspear 2012; Schwippert & Lenkeit
2012; Wagemaker 2013
Oliveri et al. (2018)
 COUNTRY "X"
HAS LOW SCORES

Oliveri et al. (2018)

 COUNTRY "X"
HAS LOW SCORES
TIMSS APPEARS TO SHOW
EVIDENCE THAT MATH
TEACHERS WITH MASTER’S
DEGREES ON AVERAGE TEACH
CLASSES WITH HIGHER
PERFORMANCE

Oliveri et al. (2018)

Toulmin’s (2003)
TIMSS was said to influence policymakers’
decision that all math teachers should
have a master’s degree.

Toulmin’s (2003)
TIMSS was said to influence policymakers’
decision that all science teachers should
have a master’s degree.

better educated teachers

produce higher average
student achievement

Toulmin’s (2003)
 TIMSS was said to influence policymakers’
decision that all math teachers should
have a master’s degree.

better educated teachers

produce higher average
student achievement

teachers with master’s degrees

teach in classrooms with
higher average TIMSS math
achievement.

Toulmin’s (2003)
 TIMSS was said to influence policymakers’
decision that all math teachers should
have a master’s degree.

better educated teachers teachers with master’s degrees

produce higher average command a higher salary
student achievement

teachers with master’s degrees

teach in classrooms with
higher average TIMSS math
achievement.

Toulmin’s (2003)
 TIMSS was said to influence policymakers’
decision that all math teachers should
have a master’s degree.

better educated teachers teachers with master’s degrees

produce higher average command a higher salary
student achievement

teachers with master’s degrees

teach in classrooms with
higher average TIMSS math
and only well-resourced
achievement.
schools can afford to pay the
master’s premium

Toulmin’s (2003)
 more educated teachers are
associated with higher
performance), country X decides
TIMSS was said to influence policymakers’ to pursue the policy, thereby
decision that all math teachers should ignoring the evidence in the
have a master’s degree. rebuttal.

better educated teachers teachers with master’s degrees

produce higher average command a higher salary
student achievement

teachers with master’s degrees

teach in classrooms with
higher average TIMSS math
and only well-resourced
achievement.
schools can afford to pay the
master’s premium

Toulmin’s (2003)
 COUNTRY "X" TIMSS APPEARS TO SHOW
HAS LOW SCORES EVIDENCE THAT MATH
TEACHERS WITH MASTER’S
DEGREES ON AVERAGE TEACH
CLASSES WITH HIGHER
PERFORMANCE

CCS 1: if country X requires MATH

teachers to have master’s degrees,
CCS 2: if country X requires MATH
country X can expect higher average
teachers to earn a master’s
achievement in math on future TIMSS
degree, then the educational
cycles.
systems in country X can expect
mixed achievement results, given
that attributing influence to TIMSS
results is not fully supported.

Oliveri et al. (2018)

 IN WHAT WAY?

vital tools for education system improvement

the data is available to the public
important piece of evidence for evaluating an educational
system

nOTE: defining terms and participating in an intentional process

are two important ways toward understanding how ILSAs influence
policy and holding policymakers and testing organizations
accountable in how they promote and use the assessments.
 Summary
NATURE OF LARGE-SCALE ASSESSMENTS
Large-Scale Assessment As Information
Large-Scale Assessment as Entrance/Exit
Large-Scale Assessment As Proficiency

“better education for young people is achievable when

educational policy and practice give priority to
learning improvement, thereby making assessment for
accountability a related, though secondary, concern”
Wyatt-Smith et al. (2014)
 summary

large-scale and classroom assessment interact with

one another in different ways. Because they rest on
similar principles of sound assessment, ultimately
having coherence between the two would help to
support all students to be successful. Wyatt-Smith et
al. (2014) suggest “better education for young people
is achievable when educational policy and practice
give priority to learning improvement, thereby making
assessment for accountability a related, though
secondary, concern” (p. 2)
 References

1. https://nap.nationalacademies.org/read/10019/chapter/4#40
2. Clements DH, Sarama J. Learning Trajectories in Early Mathematics –
Sequences of Acquisition and Teaching. In: Tremblay RE, Boivin M, Peters RDeV,
eds. Bisanz J, topic ed. Encyclopedia on Early Childhood Development
[online]. https://www.child-encyclopedia.com/numeracy/according-
experts/learning-trajectories-early-mathematics-sequences-acquisition-
and. Published: July 2010. Accessed February 15, 2023.
3. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1744-7984.2004.tb00051.x
4. Assessment in Mathematics Education p. 22-23
5. https://www.tandfonline.com/doi/full/10.1080/02671522.2016.1225918
 References
https://link.springer.com/chapter/10.1007/978-3-030-53081-5_15
https://nap.nationalacademies.org/read/10019/chapter/4#40
Clements DH, Sarama J. Learning Trajectories in Early
Mathematics – Sequences of Acquisition and Teaching. In:
Tremblay RE, Boivin M, Peters RDeV, eds. Bisanz J, topic ed.
Encyclopedia on Early Childhood Development [online].
https://www.child-encyclopedia.com/numeracy/according-
experts/learning-trajectories-early-mathematics-sequences-
acquisition-and. Published: July 2010. Accessed February 15,
2023.
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1744-
7984.2004.tb00051.x
Assessment in Mathematics Education p. 22-23
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