The Action Map as a Tool for Assessing Situated Mathematical Problem Solving Performance

The aim of this paper is to investigate the appropriateness, concurrent and construct validity of action map as a tool for assessing situated problem solving performance. Action map is rooted in activity theory whose stipulations are compatible with situated problem solving. Thirty-one last year secondary students were given three tasks with real - world context. Based on the analysis of the written solutions and interviews, evidence is presented on the appropriateness and validity of action map as an instrument to assess situated problem solving performance.