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Developmental pathway for individualized learning of algebra

University of New England, Australia
Pegg, John ; Reading, Christine ; Scott, Gregory
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Rights holder: University of New England

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gscott26@myune.edu.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.

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Issued: 2017-12-15

Date Submitted : 2017-12-15

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

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Subjects
160303 Teacher and instructor development | Curriculum and Pedagogy | Curriculum and Pedagogy | Education | Education | Education and Training | Education Systems | Education Assessment and Evaluation | Education Assessment and Evaluation | Education Systems | Learner and Learning | Learner and Learning Processes | Mathematics and Numeracy Curriculum and Pedagogy | Mathematics and Numeracy Curriculum and Pedagogy | Specialist Studies in Education | Secondary Education | Secondary Education | Specialist Studies in Education | Teaching and Instruction | Teacher and Instructor Development | undefined |

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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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