Abstract
What exactly is “mathematical power” to omeone who has always identified mathematics as being the mastery of facts, such as the multiplication table, and procedures, such as the long division algorithm? What does it mean to “think mathematically” to a teacher who always struggled wit11 story problems as a student? To those teachers who fit these descriptions, and a sizable number do. assessing students mathematical power and mathematical thinking is even more bewildering.
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