Full 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.Data time period: 2007 to 31 12 2007
text: Schools in Tamworth and Armidale, NSW
Subjects
Algebra |
Curriculum and Pedagogy |
Cognitive gaps |
Education |
Education and Training |
Education Systems |
Education Assessment and Evaluation |
High School Certificate |
Higher-order thinking |
Individualised pathways |
Learning |
Mathematics and Numeracy Curriculum and Pedagogy |
Specialist Studies in Education |
Secondary Education |
Strategic basic research |
Teaching and Instruction |
Teacher and Instructor Development |
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Identifiers
- Handle : 1959.11/22234
- Local : une:1959.11/22234