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Result 1 to 20 of 261 total

Tracking nursery children’s counting. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 55-60 (2016).
Classification: F21 C51 C31
1
Diagnosis ‒ too much effort? (Diagnose ‒ viel zu aufwendig?) (German)
PM Prax. Math. Sch. 58, No. 70, 43-47 (2016).
Classification: D40 D60
2
JACK and MaStEr: cross-university development of two concepts for preliminary mathematics courses including computer-based diagnosis and support. (JACK und MaStEr: Universitätsübergreifende Weiterentwicklung zweier Mathematik-Vorkurs-Konzepte mit computerbasierter Diagnose und Förderung.) (German)
Paravicini, Walther (ed.) et al., Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2014. Beiträge zum gleichnamigen Symposium am 7. und 8. November 2014 an der Westfälischen Wilhelms-Universität Münster. Münster: WTM-Verlag (ISBN 978-3-942197-99-1/pbk+ebook). Schriften zur Hochschuldidaktik Mathematik 2, 201-212 (2016).
Classification: U55 U75 D45 D65
3
Classroom connectivity and Algebra 1 achievement: a three-year longitudinal study. (English)
J. Comput. Math. Sci. Teach. 35, No. 2, 131-151 (2016).
Classification: U53 U73 H33
4
How should this be assessed? The portfolio as an opportunity to assess achievement at learning stations. (Wie soll man das bewerten? Das Portfolio als Möglichkeit der Leistungsbewertung beim Stationenlernen.) (German)
Mathematik 5 bis 10 34, 24-25 (2016).
Classification: D43 D63 D83 H23 H33
5
Why defining the construct matters: an examination of teacher knowledge using different lenses on one assessment. (English)
Math. Enthus. 13, No. 1-2, 93-110 (2016).
Classification: D69 D39
6
Assessing mathematical knowledge for teaching: the role of teaching context. (English)
Math. Enthus. 13, No. 1-2, 52-70 (2016).
Classification: D69 D39
7
What does it take to develop assessments of mathematical knowledge for teaching?: Unpacking the mathematical work of teaching. (English)
Math. Enthus. 13, No. 1-2, 35-51 (2016).
Classification: D69 D39
8
Assessment of a problem posing task in a Jamaican grade four mathematics classroom. (English)
J. Math. Educ. Teach. Coll. 7, No. 1, 51-58 (2016).
Classification: D62 D52 D42
9
The legacy continues: “the test" and denying access to a challenging mathematics education for historically marginalized students. (English)
J. Math. Educ. Teach. Coll. 7, No. 1, 17-26 (2016).
Classification: D60 C60 B20
10
Calibrating the difficulty of an assessment tool: the blooming of a statistics examination. (English)
J. Stat. Educ. 23, No. 3, 33 p., electronic only (2015).
Classification: K15 D65
11
Student performance and success factors in learning business statistics in online vs. on-ground classes using a web-based assessment platform. (English)
J. Stat. Educ. 23, No. 1, 19 p., electronic only (2015).
Classification: K15 M45 U55 D45 C35
12
Raising achievement through formative assessment in science and mathematics education (FaSMEd). (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 100-105 (2015).
Classification: D60 U70
13
Developing mathematical knowledge for teaching (MKT) for pre-service teachers: a study of students’ developing thinking in relation to the teaching of mathematics. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick’s College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 54-59 (2015).
Classification: D39
14
How good at mathematics do students need to be on entry to primary school initial teacher education? (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick’s College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 42-47 (2015).
Classification: C49 D39
15
Revisiting students’ perceptions of feedback on one mathematics enhancement course. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick’s College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 84-89 (2015).
Classification: C29 D49 C79
16
Investigating expected progress in mathematics in an English secondary school. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick’s College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 48-53 (2015).
Classification: B20 D60
17
Prospective teachers’ semiotic conflicts in computing probabilities from a two-way table. (English)
Math. Educ. (Ank.) 10, No. 1, 3-16 (2015).
Classification: K59
18
A written instrument for assessing students’ units coordination structures. (English)
Math. Educ. (Ank.) 10, No. 2, 111-136 (2015).
Classification: D63 F43 C33
19
Open type tasks in mathematics as a tool for students’ meta-subject results assessment. (English)
Math. Educ. (Ank.) 10, No. 3, 211-220 (2015).
Classification: D60 D30
20
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