Help on query formulation
first | previous | 1 | next | last

Result 1 to 13 of 13 total

“Lost in transition”: alienation and drop out during the transition to mathematically-demanding subjects at university. (English)
Int. J. Educ. Res. 79, 231-239 (2016).
Classification: C25 C35 C65
1
Re-thinking science capital: the role of ‘capital’ and ‘identity’ in mediating students’ engagement with mathematically demanding programmes at university. (English)
Teach. Math. Appl. 35, No. 3, 131-143 (2016).
Classification: C25 C65
2
Mathematics and its value for engineering students: what are the implications for teaching? (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 3, 321-336 (2015).
Classification: D35 D45 M55
3
Mathematics at university: practices, values and participation. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 2. Proceedings of the day conference, University of Southampton, UK, June 14, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 25-30 (2014).
Classification: D45 D35 C25
4
A definition for effective assessment and implications on computer-aided assessment practice. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 113-120 (2013).
Classification: D60 U50
5
Lecturers’ perspectives on the use of a mathematics-based computer-aided assessment system. (English)
Teach. Math. Appl. 32, No. 2, 88-94 (2013).
Classification: D65 U55
6
Using focus groups to investigate the presence of formative feedback in CAA. (English)
Res. Math. Educ. 14, No. 1, 87-88 (2012).
Classification: D60 U50
7
Mathematics coursework as facilitator of formative assessment, student-centred activity and understanding. (English)
Res. Math. Educ. 13, No. 2, 197-212 (2011).
Classification: D34 D44 D64
8
Students’ views on their transition from school to college mathematics: rethinking ‘transition’ as an issue of identity. (English)
Res. Math. Educ. 13, No. 2, 119-130 (2011).
Classification: C24
9
Focus groups to ascertain the presence of formative feedback in CAA. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 31, No. 2. Proceedings of the day conference, Leeds, UK, June 2011. London: British Society for Research into Learning Mathematics (BSRLM). 1-6 (2011).
Classification: D65 C75
10
Supporting students in their transition to university mathematics. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 31, No. 2. Proceedings of the day conference, Leeds, UK, June 2011. London: British Society for Research into Learning Mathematics (BSRLM). 19-24 (2011).
Classification: C75
11
Developing a ‘leading identity’: The relationship between students’ mathematical identities and their career and higher education aspirations. (English)
Educ. Stud. Math. 73, No. 1, 55-72 (2010).
Classification: C20 C40 D20
12
Ethics, performativity and decision mathematics. (English)
Joubert, M. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 28, No. 2. Proceedings of the day conference, Southampton, UK, June 27, 2008 and of the New Researcher’s day conference, Chichester, UK, June 26, 2008. London: British Society for Research into Learning Mathematics (BSRLM). 43-48 (2008).
Classification: D34
13
first | previous | 1 | next | last

Result 1 to 13 of 13 total

Valid XHTML 1.0 Transitional Valid CSS!