Abstract
“Data-driven decision making” is a phrase that is now commonplace in educational conversations. It is used when school districts discuss strategies to help meet the needs of all students while closing the achievement gap between subgroups of students. Within mathematics education, there is a growing need to educate prospective and practicing mathematics teachers about No Child Left Behind accountability measures and corresponding data within a given state in a way that emphasizes meaningful mathematics instruction that is consistent with national recommendations (NCTM 2000). Given pressures that teachers face within high-stakes teaching environments, it is important to analyze assessment tools, such as state-mandated tests, in an efficient, enlightened manner. A goal of such an analysis is to acknowledge accountability through constructive discourse while continuing to emphasize good mathematics teaching. Such discourse about accountability can take on many forms (Chauvot 2006). This article shares card-sorting activities that use items from state-mandated tests with prospective and practicing mathematics teachers. These activities give teachers tools to further accountability measures while exploring reformminded mathematics instruction.
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