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ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rfr_id=info%3Asid%2FANDS&rft_id=http://e-publications.une.edu.au/1959.11/22234&rft.title=Developmental pathway for individualized learning of algebra&rft.identifier=http://e-publications.une.edu.au/1959.11/22234&rft.publisher=University of New England, Australia&rft.description=A qualitative study deriving individualised pathways of learning algebra and developing higher-order thinking. Investigating cognitive gaps in the presentation of the subject algebra and cognitive gaps in student approaches to algebra. Evidencing these gaps in comments made by HSC markers from 2002 – 2011. Providing a framework to explore processes underpinning cognitive gaps via student cognitive conversations structured on literature review, markers comments and particular domains of algebra. Leading to individualised pathways of learning, a new concept of understanding algebra and higher-order thinking.&rft.creator=Scott Gregory&rft.date=2017&rft.coverage=Schools in Tamworth and Armidale, NSW&rft.coverage=northlimit=-30.110190641969; southlimit=-31.422319270621; westlimit=150.40298801063; eastLimit=152.21573215126; projection=WGS84&rft_rights=CC BY: Attribution 3.0 AU http://creativecommons.org/licenses/by/3.0/au&rft_subject=Algebra&rft_subject=Individualised pathways&rft_subject=Higher-order thinking&rft_subject=Learning&rft_subject=High School Certificate&rft_subject=Cognitive gaps&rft_subject=Secondary Education&rft_subject=EDUCATION&rft_subject=EDUCATION SYSTEMS&rft_subject=Mathematics and Numeracy Curriculum and Pedagogy&rft_subject=CURRICULUM AND PEDAGOGY&rft_subject=Education Assessment and Evaluation&rft_subject=SPECIALIST STUDIES IN EDUCATION&rft_subject=Teacher and Instructor Development&rft_subject=EDUCATION AND TRAINING&rft_subject=TEACHING AND INSTRUCTION&rft_subject=Strategic basic research&rft.type=dataset&rft.language=English Access the data

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University of New England

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CC BY: Attribution 3.0 AU
http://creativecommons.org/licenses/by/3.0/au

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A qualitative study deriving individualised pathways of learning algebra and developing higher-order thinking. Investigating cognitive gaps in the presentation of the subject algebra and cognitive gaps in student approaches to algebra. Evidencing these gaps in comments made by HSC markers from 2002 – 2011. Providing a framework to explore processes underpinning cognitive gaps via student cognitive conversations structured on literature review, markers comments and particular domains of algebra. Leading to individualised pathways of learning, a new concept of understanding algebra and higher-order thinking.

Data time period: 2007 to 31 12 2007

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152.21573,-30.11019 152.21573,-31.42232 150.40299,-31.42232 150.40299,-30.11019 152.21573,-30.11019

151.30936008094,-30.766254956295

text: Schools in Tamworth and Armidale, NSW

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