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DOI

10.14221/ajte.1983v8n1.6

Abstract

Experts in educational measurement in Australia tend to cherish two major illusions regarding mathematics. One is to think that their testing activities give them the right to prescribe about teaching and learning mathematics, of which they appear to know relatively little. The other is to think that mathematics learning is easy to measure!

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Link to publisher version (DOI)

10.14221/ajte.1983v8n1.6