Zobrazeno 1 - 10
of 96
pro vyhledávání: '"Jon R. Star"'
Autor:
Yeping Li, Yu Xiao, Ke Wang, Nan Zhang, Yali Pang, Ruilin Wang, Chunxia Qi, Zhiqiang Yuan, Jianxing Xu, Sandra B. Nite, Jon R. Star
Publikováno v:
International Journal of STEM Education, Vol 9, Iss 1, Pp 1-18 (2022)
Abstract The formation of an academic field is evidenced by many factors, including the growth of relevant research articles and the increasing impact of highly cited publications. Building upon recent scoping reviews of journal publications in STEM
Externí odkaz:
https://doaj.org/article/aaa20cefe3054c9f9967085d083a4173
Publikováno v:
Journal of Numerical Cognition, Vol 8, Iss 3, Pp 382-397 (2022)
This study explores student flexibility in mathematics by examining the relationship between accuracy and strategy use for solving arithmetic and algebra problems. Core to procedural flexibility is the ability to select and accurately execute the mos
Externí odkaz:
https://doaj.org/article/aac315a9087a47aca1ab90798ba1d392
Autor:
Jon R. Star, Dimitri Tuomela, Nuria Joglar-Prieto, Peter Hästö, Riikka Palkki, Miguel Á. Abánades, Johanna Pejlare, R. H. Jiang, Lijia Li, Ru-De Liu
Publikováno v:
International Journal of STEM Education, Vol 9, Iss 1, Pp 1-18 (2022)
Abstract Background In this cross-national study, Spanish, Finnish, and Swedish middle and high school students’ procedural flexibility was examined, with the specific intent of determining whether and how students’ equation-solving accuracy and
Externí odkaz:
https://doaj.org/article/81aa63f873c645c1b579082bf5db074a
Publikováno v:
Frontiers in Psychology, Vol 9 (2018)
This study examined the relationship between two types of mathematical flexibility – potential flexibility, which indicates individuals’ knowledge of multiple strategies and strategy efficiency, and practical flexibility, which refers to individu
Externí odkaz:
https://doaj.org/article/6d6f632ec2ae41e89d09d0aef9d144a7
Publikováno v:
Frontiers in Psychology, Vol 8 (2017)
Researchers interested in mathematical proficiency have recently begun to explore the development of strategic flexibility, where flexibility is defined as knowledge of multiple strategies for solving a problem and the ability to implement an innovat
Externí odkaz:
https://doaj.org/article/972f4b5c09fc434a909488165457c2ac
Autor:
Pamela A. Moss, LeeAnn M. Sutherland, Laura Haniford, Renee Miller, David Johnson, Pamela K. Geist, Stephen M. Koziol, Jon R. Star, Raymond L. Pecheone
Publikováno v:
Education Policy Analysis Archives, Vol 12, p 32 (2004)
This qualitative study is intended to illuminate factors that affect the generalizability of portfolio assessments of beginning teachers. By generalizability, we refer here to the extent to which the portfolio assessment supports generalizations from
Externí odkaz:
https://doaj.org/article/810555e20c024febafcccb60303d5336
Autor:
Haoyi Wang, Jon R. Star
Publikováno v:
Asian Journal for Mathematics Education. 2:16-41
Procedural flexibility is a crucial element of deep procedural knowledge involving the selection of “the most appropriate strategy.” However, there exists unavoidable nuance when one attempts to define “the most appropriate” strategy, which l
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8dbfaaf667348a3bcc8fe5a7dbb55821
https://doi.org/10.1177/27527263231163593
https://doi.org/10.1177/27527263231163593
Autor:
Ronghuan Jiang, Jon R. Star, Peter Hästö, Lijia Li, Ru-de Liu, Dimitri Tuomela, Nuria Joglar Prieto, Riikka Palkki, Miguel Á. Abánades, Johanna Pejlare
Publikováno v:
International Journal of Science and Mathematics Education. 21:1127-1151
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c0d656f8247768f3722692eae2523a5b
https://doi.org/10.1007/s10763-022-10282-6
https://doi.org/10.1007/s10763-022-10282-6
Autor:
Soobin Jeon, Kelley Durkin, Patricia Clark, Rebecca Comeford, Bethany Rittle-Johnson, Jon R. Star
Publikováno v:
Mathematics Teacher: Learning and Teaching PK-12. 114:853-859
CDMS is a routine that allows teachers to organize instruction around students’ mathematical discussions and multiple problem-solving methods.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::984e1b740dcd19522e5e4a845d854443
https://doi.org/10.5951/mtlt.2021.0051
https://doi.org/10.5951/mtlt.2021.0051
Autor:
Ignacio Asenjo Fernández, Jesús Macías, Mónica Ramírez, Piedad Tolmos, Maria del Mar Linan, Jon R. Star, Aránzazu Fraile, Nuria Joglar, Irene Ferrando, Juan Miguel Belmonte, Miguel A. Abánades, Rafael Crespo, Víctor Barrera, Blanca P. Arteaga, María Cinta Muñoz-Catalán, Marta Pla-Castells, Carlos Segura, Esperanza Hernández
Publikováno v:
Redined, Red de Información Educativa
Ministerio de Educación, Cultura y Deporte (MECD)
Ministerio de Educación, Cultura y Deporte (MECD)
El objetivo de este artículo es presentar y justificar el diseño de POEMat.ES, una pauta de observación de acciones del profesor de matemáticas en clase. POEMat.ES ha sido desarrollado por un grupo de investigadores con perfiles diversos en cuant
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fb83afbbeb731dc9bd87ff53aacdf456
https://doi.org/10.35763/aiem20.4004
https://doi.org/10.35763/aiem20.4004