Zobrazeno 1 - 10
of 58
pro vyhledávání: '"Michal Yerushalmy"'
Autor:
Yael Luz, Michal Yerushalmy
Publikováno v:
Journal for Research in Mathematics Education. 54:141-174
We report on an innovative design of algorithmic analysis that supports automatic online assessment of students’ exploration of geometry propositions in a dynamic geometry environment. We hypothesized that difficulties with and misuse of terms or l
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c55e49148f6912a23025a5a8a55ac664
https://doi.org/10.5951/jresematheduc-2020-0260
https://doi.org/10.5951/jresematheduc-2020-0260
Publikováno v:
Research in Mathematics Education. :1-20
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8ce5cb7689e157597a0c2216ec6a378c
https://doi.org/10.1080/14794802.2022.2137571
https://doi.org/10.1080/14794802.2022.2137571
Publikováno v:
Digital Experiences in Mathematics Education.
Much important research on the learning of mathematics with technology-supported inquiry has been devoted to learning with multiple-linked representations (MLR) as a mode of feedback. Like a mirror, MLR feedback helps students see their actions in on
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::687e3b841b27948e2a85a7cf9ff0be49
https://doi.org/10.1007/s40751-022-00120-3
https://doi.org/10.1007/s40751-022-00120-3
Autor:
Porat Popper, Michal Yerushalmy
Publikováno v:
Educational Studies in Mathematics. 110:83-100
We used an assessment platform to study the potential of rich student data obtained online to influence classroom instruction and help teachers respond to students’ needs. The article focuses on technology-based formative assessment in the course o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a564be23e3c3bf794d6676452cb1c651
https://doi.org/10.1007/s10649-021-10109-1
https://doi.org/10.1007/s10649-021-10109-1
Publikováno v:
Digital Experiences in Mathematics Education
This article queries how learning analytics systems can support content-specific group formation to develop students’ thinking about a specific mathematical concept. Automated group formation requires identifying personal characteristics, designing
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ad8f7a395f9cb5af2b1615f4f4679a11
https://doi.org/10.1007/s40751-021-00095-7
https://doi.org/10.1007/s40751-021-00095-7
Autor:
Michal Yerushalmy, Shai Olsher
Publikováno v:
ZDM. 52:1033-1049
We argue that examples can do more than serve the purpose of illustrating the truth of an existential statement or disconfirming the truth of a universal statement. Our argument is relevant to the use of technology in classroom assessment. A central
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::855889f0933d909f0a70cdd084d8386d
https://doi.org/10.1007/s11858-020-01134-0
https://doi.org/10.1007/s11858-020-01134-0
Autor:
Elena Naftaliev, Michal Yerushalmy
Publikováno v:
The Journal of Mathematical Behavior. 68:101008
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::55c7864e4427b49d1e2e928f449e076b
https://doi.org/10.1016/j.jmathb.2022.101008
https://doi.org/10.1016/j.jmathb.2022.101008
Publikováno v:
Journal of Mathematics Teacher Education. 23:363-384
With the emergence of e-textbooks, along with expectations to integrate technology in instruction, teachers are becoming significant co-designers of the curriculum. Informed selection and sequencing of learning resources requires sensitivity to didac
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e778c9be430268bdb2b57c8e01320124
https://doi.org/10.1007/s10857-019-09428-1
https://doi.org/10.1007/s10857-019-09428-1
Publikováno v:
Digital Experiences in Mathematics Education. 8:125-125
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::975433d9e96c21f4074ffabb1eac6ad3
https://doi.org/10.1007/s40751-021-00097-5
https://doi.org/10.1007/s40751-021-00097-5
Publikováno v:
ZDM. 49:701-716
In the present study, we ask whether and how online assessment can inform teaching about students’ understanding of advanced concepts. Our main goal is to illustrate how we study design of tasks that support reliable online formative assessment by
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4d439070d15e96286234282baea23a49
https://doi.org/10.1007/s11858-017-0871-7
https://doi.org/10.1007/s11858-017-0871-7