@inbook{3bc57fd8ed494425a71015ffa0650259,
title = "Assessing Visualization: An analysis of Chilean teachers{\textquoteright} guidelines.",
abstract = "The aim of this paper is to argue on how visualization is recommended, by official curricular guidelines, to be assessed in schools. We contend that spatial abilities have been granted with the status of a key element to improve students{\textquoteright} performances by research and also by policy makers. However, this importance seems to fade when it comes to assessing students while learning school mathematics and geometry. We conducted an analysis of the official guidelines for the assessment school mathematics in Chile. The analysis of two of those guides is considered here. The results revealed that these guidelines do not help teachers while assessing visualization in schools; rather its focus is embedded in a tradition of training that leads to a reduction of space.",
author = "Melissa Andrade-Molina and Leonora D{\'i}az",
year = "2018",
doi = "10.1007/978-3-319-73748-5_12",
language = "English",
isbn = "978-3-319-73747-8",
series = "ICME-13 Topical Surveys",
publisher = "Springer",
pages = "179--191",
editor = "Thompson, {Denisse R. } and Burton, {Megan } and Cusi, {Annalisa } and Wright, {David }",
booktitle = "Classroom assessment for mathematics learning",
address = "Germany",
}