chapter  5
Helping, bluffing, and doing portfolios in a high school geometry classroom
ByILANA SEIDEL HORN
Pages 19

American students often leave high school with a fragmented and limited understanding of important mathematics (TIMSS, 1997). In response, educators have advocated dramatic changes in math teaching and learning over the past two decades (e.g. NCTM, 1989, 1995, 2000). Some strategies for reform have included: adoption of curricular materials that emphasize connections and meaning, teaching methods designed to foster sensemaking, increased emphasis on classroom activities which allow for direct student engagement with concepts and problems, and a broadening of classroom assessment tools to promote active learning.