Zobrazeno 1 - 10
of 16
pro vyhledávání: '"Kathryn C. Irwin"'
Autor:
Kathryn C. Irwin
Publikováno v:
Mathematics Education Research Journal. 21:106-109
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e14a9680c216ac5450ad2da073143e8a
https://doi.org/10.1007/bf03217540
https://doi.org/10.1007/bf03217540
Autor:
Murray S. Britt, Kathryn C. Irwin
Publikováno v:
ZDM. 40:39-53
An Algebraic Thinking Test was given to 116 students aged 12–14, at the end of each of three years. This age span crosses two levels of school in New Zealand. This test assessed their ability to represent compensation in the four arithmetic operati
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1f28f8bfebed47ea36c9999a32ce4c34
https://doi.org/10.1007/s11858-007-0064-x
https://doi.org/10.1007/s11858-007-0064-x
Autor:
R. John Irwin, Kathryn C. Irwin
Publikováno v:
Educational Studies in Mathematics. 58:283-298
Development in the ability of 11-year-olds to solve numerical problems of addition, multiplication, and proportion was analysed by means of three Rasch models of change. The students, who had participated in a New Zealand numeracy project in 2002, co
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9f13dd39b69da1ed395acd7e91e72641
https://doi.org/10.1007/s10649-005-6425-x
https://doi.org/10.1007/s10649-005-6425-x
Autor:
Murray S. Britt, Kathryn C. Irwin
Publikováno v:
Educational Studies in Mathematics. 58:169-188
The New Zealand Ministry of Education has introduced a Numeracy Project for students aged 5–14 years in selected schools. The project encourages the adoption of flexible strategies for solving numerical problems, and discourages reliance on standar
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5942e5478f0cdc5d2cb2eb699858689c
https://doi.org/10.1007/s10649-005-2755-y
https://doi.org/10.1007/s10649-005-2755-y
Publikováno v:
Mathematics Education Research Journal. 16:3-24
An understanding of linear measurement depends on principles that include standard unit size, iteration of units, numbering of a unit at its end, and partial units for measuring continuous length. Children may learn these principles at school, for ex
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a6b0f4c5650f1b81d76a6e411513f356
https://doi.org/10.1007/bf03217393
https://doi.org/10.1007/bf03217393
Publikováno v:
High Ability Studies. 14:71-84
A popular way of identifying mathematically gifted children in New Zealand is to select those ranked at or above the 90th percentile on a mathematics multiple-choice test, the Progressive Achievement Test (PAT). Giftedness in mathematics can properly
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bea960e439aab5afa57c4cfcc2cee721
https://doi.org/10.1080/13598130304088
https://doi.org/10.1080/13598130304088
Autor:
Kate Niederer, Kathryn C. Irwin
Publikováno v:
Set: Research Information for Teachers. :36-39
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2214cc9ea61ebd6b7e3650d3021063a0
https://doi.org/10.18296/set.0727
https://doi.org/10.18296/set.0727
Autor:
Catherine P. Vistro-Yu, Bobbie Hunter, Maureen J. Sheldon, Charles S. Thompson, Bellasanta B. Ferrer, Kathryn C. Irwin
Publikováno v:
Mathematics Teaching in the Middle School. 7:132-137
These questions address the relationship between area and perimeter and challenge children to think beyond rules that they may have been taught in school.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1fcb5af9742069f921b3d5b50bec8f0e
https://doi.org/10.5951/mtms.7.3.0132
https://doi.org/10.5951/mtms.7.3.0132
Publikováno v:
Journal of Mathematics Teacher Education. 4:29-53
A professional development program for 18 teachers was conducted over a two-year period. The participating teachers taught in intermediate schools (students aged 11–13) and secondary schools. The teachers worked collaboratively to improve their mat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::815891349a72641691b33b37249caa84
https://doi.org/10.1023/a:1009935530718
https://doi.org/10.1023/a:1009935530718
Publikováno v:
Journal of Mathematics Teacher Education. 4:205-225
In this study we investigated preservice elementary school teachers' content knowledge and pedagogical content knowledge of decimal numeration. The preservice teachers completed a decimal comparison test, marked items they thought would be difficult
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9103e05b74e0baf556695681374c0724
https://doi.org/10.1023/a:1011463205491
https://doi.org/10.1023/a:1011463205491