Dataset

Developmental pathway for individualized learning of algebra

University of New England, Australia
Pegg, John ; Reading, Christine ; Scott, Gregory
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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=https://hdl.handle.net/1959.11/22234&rft.title=Developmental pathway for individualized learning of algebra&rft.identifier=https://hdl.handle.net/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=Pegg, John &rft.creator=Reading, Christine &rft.creator=Scott, Gregory &rft.date=2017&rft.coverage=northlimit=-30.110190641969; southlimit=-31.422319270621; westlimit=150.40298801063; eastLimit=152.21573215126; projection=WGS84&rft_rights= http://creativecommons.org/licenses/by/3.0/au&rft_rights=&rft_rights=Rights holder: University of New England&rft_subject=Education Assessment and Evaluation&rft_subject=EDUCATION&rft_subject=SPECIALIST STUDIES IN EDUCATION&rft_subject=Mathematics and Numeracy Curriculum and Pedagogy&rft_subject=CURRICULUM AND PEDAGOGY&rft_subject=Secondary Education&rft_subject=EDUCATION SYSTEMS&rft_subject=Learner and Learning Processes&rft_subject=EDUCATION AND TRAINING&rft_subject=LEARNER AND LEARNING&rft_subject=Teacher and Instructor Development&rft_subject=TEACHING AND INSTRUCTION&rft.type=dataset&rft.language=English Access the data

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Rights holder: University of New England

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gscott26@myune.edu.au

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.

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Thesis title

Issued: 2017-12-15

Date Submitted : 2017-12-15

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152.21573215126,-30.110190641969 152.21573215126,-31.422319270621 150.40298801063,-31.422319270621 150.40298801063,-30.110190641969 152.21573215126,-30.110190641969

151.30936008094,-30.766254956295

Other Information

local : 2018. Developmental pathway for individualized learning of algebra Scott. Gregory Alan; Pegg, John E; Reading, Christine E. Submitter: Balnaves, Edmund. Identifier: hdl:1959.11/23100. Doctoral Thesis, last modified 15/11/2018.

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