Zobrazeno 1 - 10
of 22
pro vyhledávání: '"James E. Tarr"'
Publikováno v:
The Journal of Mathematical Behavior. 46:196-214
In this article, we describe the experiences of three Elementary Mathematics Specialists (EMS) who were part of a larger project investigating the impact of EMS certification and assignment (self-contained or “departmentalized”) on teaching pract
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::935c121f61818b9982c80b97846f77b4
https://doi.org/10.1016/j.jmathb.2016.12.006
https://doi.org/10.1016/j.jmathb.2016.12.006
Autor:
Christopher Engledowl, James E. Tarr
Publikováno v:
International Journal of Education in Mathematics, Science and Technology. 8:146
Recent standards reform documents across the globe have called for statistical literacy by the end of high school. Thus, it is important for teachers to develop a deep understanding of the content. Despite the relatively thick literature base connect
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ed1b04d7ebddae97b198811e346d7ce6
https://doi.org/10.46328/ijemst.v8i2.810
https://doi.org/10.46328/ijemst.v8i2.810
Autor:
James E. Tarr, Dung Tran
Through the lenses of statistical investigations and cognitive demands, we examined bivariate data tasks offered in US high school mathematics textbook series—a popular representative of three curriculum types: traditional, integrated, and hybrid.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6e1b29a3c90e424a8c7d8a0a9da0d3a8
https://acuresearchbank.acu.edu.au/item/87600/examination-of-bivariate-data-tasks-in-us-high-school-textbooks-through-the-statistical-investigation-and-cognitive-demands-frameworks
https://acuresearchbank.acu.edu.au/item/87600/examination-of-bivariate-data-tasks-in-us-high-school-textbooks-through-the-statistical-investigation-and-cognitive-demands-frameworks
Publikováno v:
ResearcherID
We examined the effect of curriculum organization in US high schools where students could freely choose to study mathematics from textbooks that employed one of two types of content organization, an integrated approach or a (traditional) subject-spec
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8b3a952b76a8224228404182a1741214
https://doi.org/10.1007/s10763-013-9443-7
https://doi.org/10.1007/s10763-013-9443-7
Publikováno v:
Journal for Research in Mathematics Education. 44:683-729
We examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-specific approach. The
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6c81ebec06902a2fd64bd55df1358fa9
https://doi.org/10.5951/jresematheduc.44.4.0683
https://doi.org/10.5951/jresematheduc.44.4.0683
Autor:
Victor M. Soria, Douglas A. Grouws, Óscar Chávez, Ruthmae Sears, Rukiye Didem Taylan, James E. Tarr
Publikováno v:
Journal for Research in Mathematics Education. 44:416-463
This study examined the effect of 2 types of mathematics content organization on high school students' mathematics learning while taking account of curriculum implementation and student prior achievement. The study involved 2,161 students in 10 schoo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b3672d819006c8dee56780130e8fa4da
https://doi.org/10.5951/jresematheduc.44.2.0416
https://doi.org/10.5951/jresematheduc.44.2.0416
Autor:
Erica N. Walker, Karen Hollebrands, Kathryn B. Chval, Cliff Konold, Karen King, Robert Q. Berry, James E. Tarr, Chris Rasmussen
Publikováno v:
Journal for Research in Mathematics Education. 44:340-352
During the past 2 decades, significant changes in mathematics curriculum standards and policies have brought greater attention to assessment instruments, practices, purposes, and results. In moving toward stronger accountability, the No Child Left Be
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6a01c0ec12c5ded5d289124379b8aa07
https://doi.org/10.5951/jresematheduc.44.2.0340
https://doi.org/10.5951/jresematheduc.44.2.0340
Autor:
Robert Q. Berry, James E. Tarr, Chris Rasmussen, Karen King, Daniel J. Heck, Patricia C. Baltzley, Erica N. Walker, Karen Hollebrands
Publikováno v:
Journal for Research in Mathematics Education. 43:126-143
The National Council of Teachers of Mathematics (NCTM) espouses priorities to foster stronger linkages between mathematics education research and teaching practice. Of the five foundational priorities, one is directly focused on research, indicating
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::761091f4c90afcaebcdc0d1dfd54b3bb
https://doi.org/10.5951/jresematheduc.43.2.0126
https://doi.org/10.5951/jresematheduc.43.2.0126
Autor:
Dorothy Y. White, James E. Tarr, Chris Rasmussen, Eric J. Knuth, Patricia C. Baltzley, Daniel J. Heck, Diana V. Lambdin, David Barnes, Judith Reed Quander
Publikováno v:
Journal for Research in Mathematics Education. 42:204-219
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5c81a042320029743aa61f9c4d6eb9cf
https://doi.org/10.5951/jresematheduc.42.3.0204
https://doi.org/10.5951/jresematheduc.42.3.0204
Publikováno v:
STATISTICS EDUCATION RESEARCH JOURNAL. 9:68-96
We examined how middle school students reason about results from a computer-simulated die-tossing experiment, including various representations of data, to support or refute an assumption that the outcomes on a die are equiprobable. We used students
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::44fa0d1a5042d760c58e858100ae032d
https://doi.org/10.52041/serj.v9i1.388
https://doi.org/10.52041/serj.v9i1.388