Zobrazeno 1 - 10
of 76
pro vyhledávání: '"Colin Foster"'
Autor:
Colin Foster
This book contains 70 ready-to-use mathematics lessons suitable for students aged 14-16. Some lessons offer alternative routes through the curriculum, such as practising indices by solving radical equations, while others concentrate on difficult idea
Autor:
Colin Foster
Publikováno v:
International Journal of Research & Method in Education. :1-16
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1c0cdaa34bf57be5a6323136f7e2708c
https://doi.org/10.1080/1743727x.2023.2210063
https://doi.org/10.1080/1743727x.2023.2210063
Publikováno v:
Research in Mathematics Education. :1-34
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2db266f4f7eb777166c8c1938d1d5ff0
https://doi.org/10.1080/14794802.2023.2176915
https://doi.org/10.1080/14794802.2023.2176915
Autor:
Colin Foster
Publikováno v:
International Journal of Research & Method in Education. :1-10
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fd12069e6ef5cdb4b006f82543bffc40
https://doi.org/10.1080/1743727x.2023.2182877
https://doi.org/10.1080/1743727x.2023.2182877
Publikováno v:
European Journal of Mathematics and Science Education. 3:79-90
Comparative judgement methods are commonly used to explore standards in examination papers over time. However, studies are limited by a paucity of graded candidate scripts from previous years, as well as the expense and time required to standardise s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b171c67e3ade70505b36d804219ae056
https://doi.org/10.12973/ejmse.3.2.79
https://doi.org/10.12973/ejmse.3.2.79
Autor:
Colin Foster
Publikováno v:
International Journal of Mathematical Education in Science and Technology. 54:1-3
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d9be87ab6f6d53917d629a071d41149e
https://doi.org/10.1080/0020739x.2023.2153962
https://doi.org/10.1080/0020739x.2023.2153962
Autor:
Colin Foster
Publikováno v:
The Curriculum Journal.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b275c8ee676c103e7c5f56e6205e7262
https://doi.org/10.1002/curj.213
https://doi.org/10.1002/curj.213
Autor:
David J. Sullivan, Kelly A. Gebo, Shmuel Shoham, Evan M. Bloch, Bryan Lau, Aarthi G. Shenoy, Giselle S. Mosnaim, Thomas J. Gniadek, Yuriko Fukuta, Bela Patel, Sonya L. Heath, Adam C. Levine, Barry R. Meisenberg, Emily S. Spivak, Shweta Anjan, Moises A. Huaman, Janis E. Blair, Judith S. Currier, James H. Paxton, Jonathan M. Gerber, Joann R. Petrini, Patrick B. Broderick, William Rausch, Marie-Elena Cordisco, Jean Hammel, Benjamin Greenblatt, Valerie C. Cluzet, Daniel Cruser, Kevin Oei, Matthew Abinante, Laura L. Hammitt, Catherine G. Sutcliffe, Donald N. Forthal, Martin S. Zand, Edward R. Cachay, Jay S. Raval, Seble G. Kassaye, E. Colin Foster, Michael Roth, Christi E. Marshall, Anusha Yarava, Karen Lane, Nichol A. McBee, Amy L. Gawad, Nicky Karlen, Atika Singh, Daniel E. Ford, Douglas A. Jabs, Lawrence J. Appel, David M. Shade, Stephan Ehrhardt, Sheriza N. Baksh, Oliver Laeyendecker, Andrew Pekosz, Sabra L. Klein, Arturo Casadevall, Aaron A.R. Tobian, Daniel F. Hanley
Publikováno v:
New England Journal of Medicine. 386:1700-1711
Polyclonal convalescent plasma may be obtained from donors who have recovered from coronavirus disease 2019 (Covid-19). The efficacy of this plasma in preventing serious complications in outpatients with recent-onset Covid-19 is uncertain.In this mul
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6d805419a23313d393a2c761fef5c62c
https://doi.org/10.1056/nejmoa2119657
https://doi.org/10.1056/nejmoa2119657
Publikováno v:
The Curriculum Journal. 33:519-535
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1ec132c2c4c67b47d8add23cd2e0818f
https://doi.org/10.1002/curj.159
https://doi.org/10.1002/curj.159
Publikováno v:
Educational Studies in Mathematics. 109:491-521
In this paper, we analyse a large, opportunistic dataset of responses (N = 219,826) to online, diagnostic multiple-choice mathematics questions, provided by 6–16-year-old UK school mathematics students (N = 7302). For each response, students were i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1a9e892be9d97cb90efffc7a6ffcb3df
https://doi.org/10.1007/s10649-021-10084-7
https://doi.org/10.1007/s10649-021-10084-7