NAEP 1996 mathematics state report for Alaska /

"NCES 97-974 AK"--P. [4] of cover.

NAEP 1996 mathematics state report for Department of Defense domestic dependent elementary and secondary schools /

"NCES 97-974 DDESS"--P. [4] of cover.

NAEP 1996 mathematics state report for North Dakota /

"NCES 97-974 ND"--P. [4] of cover.

NAEP 1996 mathematics state report for Iowa /

"NCES 97-974 IA"--P. [4] of cover.

NAEP 1996 mathematics state report for Virginia /

"NCES 97-974 VA"--P. [4] of cover.

NAEP 1996 mathematics state report for Arizona /

"NCES 97-974 AZ"--P. [4] of cover.

NAEP 1996 mathematics state report for New York /

"NCES 97-974 NY"--P. [4] of cover.

NAEP 1996 mathematics state report for Missouri /

"NCES 97-974 MO"--P. [4] of cover.

NAEP 1996 mathematics state report for Alabama /

"NCES 97-974 AL"--P. [4] of cover.

NAEP 1996 mathematics state report for Utah /

"NCES 97-974 UT"--P. [4] of cover.

NAEP 1996 mathematics state report for Mississippi /

"NCES 97-974 MS"--P. [4] of cover.

NAEP 1996 mathematics state report for Washington /

"NCES 97-974 WA"--P. [4] of cover.

Illinois Standards Achievement Test sample math materials.

Cover title.

Prairie State Achievement Examination, PSAE : teachers' handbook, 2000 - 2001.

An introductory handbook for teachers that discusses first-time administration of the PSAE, including how the test is constructed and contains information about test-preparation materials, timelines, test-day schedules, and upcoming informational workshops.

Understanding technology integration in secondary mathematics: Theorising the role of the teacher

Previous research on computers and graphics calculators in mathematics education has examined effects on curriculum content and students’ mathematical achievement and attitudes while less attention has been given to the relationship between technology use and issues of pedagogy, in particular the impact on teachers’ professional learning in specific classroom and school environments. This observation is critical in the current context of educational policy making, where it is assumed – often incorrectly – that supplying schools with hardware and software will increase teachers’ use of technology and encourage more innovative teaching approaches. This paper reports on a research program that aimed to develop better understanding of how and under what conditions Australian secondary school mathematics teachers learn to effectively integrate technology into their practice. The research adapted Valsiner’s concepts of the Zone of Proximal Development, Zone of Free Movement and Zone of Promoted Action to devise a theoretical framework for analysing relationships between factors influencing teachers’ use of technology in mathematics classrooms. This paper illustrates how the framework may be used by analysing case studies of a novice teacher and an experienced teacher in different school settings.