History


Help on query formulation

Result 61 to 80 of 101 total

Efficacy and efficiency in formative assessment: an informed reflection on the value of partial marking. (English)
Int. J. Math. Educ. Sci. Technol. 44, No. 7, 963-971 (2013).
Classification: D65
61
Feedback to support learning in the Leadership Institute for Teachers. (English)
Math. Enthus. 10, No. 3, 563-582 (2013).
Classification: C70 D60 B20
62
Formative assessment in everyday teaching of mathematical modelling: implementation of written and oral feedback to competency-oriented tasks. (English)
Stillman, Gloria Ann (ed.) et al., Teaching mathematical modelling. Connecting to research and practice. Dordrecht: Springer (ISBN 978-94-007-6539-9/hbk; 978-94-007-6540-5/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 469-478 (2013).
Classification: M13 M53 D63
63
Flexible thinking and met-befores: impact on learning mathematics. (English)
J. Math. Behav. 32, No. 3, 527-537 (2013).
Classification: E45 C35 D75
64
Applying computer-aided intelligent assessment in the context of mathematical induction. (English)
Pan, Zhigeng (ed.) et al., Transactions on Edutainment X. Berlin: Springer (ISBN 978-3-642-37918-5/pbk). Lecture Notes in Computer Science 7775. Journal Subline, 191-201 (2013).
Classification: R40 R20 U50 D60 E50
65
Using dice games in the classroom for formative assessment. (English)
Prim. Math. 17, No. 2, 5-8 (2013).
Classification: D62 F22 F32 U62
66
Rethinking early mathematics: what is research-based curriculum for young children? (English)
English, Lyn D (ed.) et al., Reconceptualizing early mathematics learning. Dordrecht: Springer (ISBN 978-94-007-6439-2/hbk; 978-94-007-6440-8/ebook). Advances in Mathematics Education, 121-147 (2013).
Classification: D32 B72 C32
67
Continuous assessment results versus end-of-year examination marks in grade 10 mathematics in Namibia: the statistics and teachers’ opinions. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 17, No. 3, 196-205 (2013).
Classification: D63
68
Feedback on feedback on one mathematics enhancement course. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 32, No. 3. Proceedings of the day conference, University of Cambridge, UK, June 17, 2012. London: British Society for Research into Learning Mathematics (BSRLM). 173-178 (2012).
Classification: B50 D69
69
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
70
Mathematics courses dressed in physics ready-made. (Mathematikveranstaltungen gekleidet in Physik-Konfektionsware.) (German)
Zimmermann, Marc (ed.) et al., Mathematik lehren in der Hochschule. Didaktische Innovationen für Vorkurse, Übungen und Vorlesungen. Hildesheim: Franzbecker (ISBN 978-3-88120-525-2/pbk). 123-131 (2012).
Classification: D45 B40 U55 D65
71
Assessment and grading in a differentiated mathematics classroom. (English)
Ohio J. Sch. Math. 2012, No. 65, 45-50 (2012).
Classification: D60 D40 F40
72
Mathematics discussions by design: creating opportunities for purposeful participation. (English)
J. Math. Teach. Educ. 15, No. 6, 453-479 (2012).
Classification: C70 D40
73
The role of writing prompts in a statistical knowledge for teaching course. (English)
Math. Teach. Educ. 1, No. 1, 23-40 (2012).
Classification: K49 B50 K79 D49 D69
74
Mathematics in the spirit of new monitoring of pupils progress. (Matematika v duhu novega spremljanja napredka učenca.) (Slovenian. English summary)
Mat. Šoli 18, No. 3-4, 35-44 (2012).
Classification: D60
75
Eighth grade mathematics teachers’ formative assessment practices in ses-different classrooms: a Taiwan study. (English)
Int. J. Sci. Math. Educ. 10, No. 3, 553-579 (2012).
Classification: D63 C73 C63
76
Implementation of STEM education policy: challenges, progress, and lessons learned. (English)
Sch. Sci. Math. 112, No. 1, 45-55 (2012).
Classification: B10 D30
77
The impact of a proficiency-based assessment and reassessment of learning outcomes system on student achievement and attitudes. (English)
Stat. Educ. Res. J. 10, No. 1, 3-14, electronic only (2011).
Classification: D65 K45 K75 K85 C25
78
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
79
Effects of feedback in an online algebra intervention. (English)
Technol. Knowl. Learn. 17, No. 1-2, 43-59 (2012).
Classification: U54 H34 D64
80

Result 61 to 80 of 101 total

Valid XHTML 1.0 Transitional Valid CSS!