Difference between revisions of "Jan de Lange"
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== Publications == | == Publications == | ||
[[Jan de Lange|de Lange, J.]] (2007). [[de Lange (2007)|Aspects of the art of assessment design]]. In [[Alan Schoenfeld|A. H. Schoenfeld]] (Ed.), Assessing mathematical proficiency (pp. 99–111). New York, NY: Cambridge University Press. | [[Jan de Lange|de Lange, J.]] (2007). [[de Lange (2007)|Aspects of the art of assessment design]]. In [[Alan Schoenfeld|A. H. Schoenfeld]] (Ed.), ''[[Assessing mathematical proficiency]]'' (pp. 99–111). New York, NY: Cambridge University Press. | ||
[[David Webb|Webb, D. C.]], [[Thomas Romberg|Romberg, T. A.]], [[Truus Dekker|Dekker, T.]], [[Jan de Lange|de Lange, J.]], & [[Mieke Abels|Abels, M.]] (2004). [[Webb, Romberg, Dekker, de Lange, & Abels (2004)|Classroom assessment as a basis for teacher change]]. In [[Thomas Romberg|T. A. Romberg]] (Ed.), ''[[Standards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New York, NY: Teachers College Press. | [[David Webb|Webb, D. C.]], [[Thomas Romberg|Romberg, T. A.]], [[Truus Dekker|Dekker, T.]], [[Jan de Lange|de Lange, J.]], & [[Mieke Abels|Abels, M.]] (2004). [[Webb, Romberg, Dekker, de Lange, & Abels (2004)|Classroom assessment as a basis for teacher change]]. In [[Thomas Romberg|T. A. Romberg]] (Ed.), ''[[Standards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New York, NY: Teachers College Press. | ||
[[Jan de Lange|de Lange, J.]] (2003). [[de Lange (2003)|Mathematics for literacy]]. In [[Bernard Madison|B. L. Madison]] & [[Lynn Steen|L. A. Steen]] (Eds.), Quantitative literacy: Why numeracy matters for schools and colleges (pp. 75–89). Princeton, NJ: National Council on Education and the Disciplines. Retrieved from http://www.maa.org/ql/pgs75_89.pdf | [[Jan de Lange|de Lange, J.]] (2003). [[de Lange (2003)|Mathematics for literacy]]. In [[Bernard Madison|B. L. Madison]] & [[Lynn Steen|L. A. Steen]] (Eds.), ''[[Quantitative literacy: Why numeracy matters for schools and colleges]]'' (pp. 75–89). Princeton, NJ: National Council on Education and the Disciplines. Retrieved from http://www.maa.org/ql/pgs75_89.pdf | ||
[[Category:People|de Lange, Jan]] | [[Category:People|de Lange, Jan]] | ||
[[Category:Realistic Mathematics Education]] | [[Category:Realistic Mathematics Education]] | ||
Latest revision as of 06:47, 29 October 2013
Publications
de Lange, J. (2007). Aspects of the art of assessment design. In A. H. Schoenfeld (Ed.), Assessing mathematical proficiency (pp. 99–111). New York, NY: Cambridge University Press.
Webb, D. C., Romberg, T. A., Dekker, T., de Lange, J., & Abels, M. (2004). Classroom assessment as a basis for teacher change. In T. A. Romberg (Ed.), Standards-based mathematics assessment in middle school: Rethinking classroom practice (pp. 223–235). New York, NY: Teachers College Press.
de Lange, J. (2003). Mathematics for literacy. In B. L. Madison & L. A. Steen (Eds.), Quantitative literacy: Why numeracy matters for schools and colleges (pp. 75–89). Princeton, NJ: National Council on Education and the Disciplines. Retrieved from http://www.maa.org/ql/pgs75_89.pdf