tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Why and how teachers make use of drawing activities in early childhood science education Link til kilde
eric.ed.gov har udgivet: The Partnership for Assessment of Readiness for College and Careers (PARCC) commissioned a multi-part study to determine the viability of using the drawing response interaction on the PARCC Mathematics Assessment. This study in particular focused on students with disabilities. PARCC has over 40 interaction types on the summative assessments. Why introduce a drawing response interaction? There are several drivers to the addition of this functionality. The first is comparability. While scores across modes are comparable overall, they could be stronger at the lower grades. Students who respond to constructed response on paper can provide drawings. Feedback from students in lower grades from the mode comparability study indicated the desire for a drawing tool. Data from the scoring of paper responses indicates up to 10% of the responses… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article is concerned with an early phase in the history of educational comparisons in which international exhibitions played a major role as spaces for comparison. It looks at the educational exhibits at the Exposition Universelle in Paris 1900, and more specifically its exhibitions on drawing instruction. By following a central Swedish actor, Hjalmar Berg, and his ambition to modernise drawing instruction in Sweden based on his impressions at the exhibition, the article argues that the exhibition was a medium with the potential to promote aesthetic modernisation. Previous research has highlighted the world’s fairs as important arenas for the international comparison of education. This article is intended to contribute to this field by also exploring what these exhibitions… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Drawing Conclusions from Cross-Lagged Relationships: Re-Considering the Role of the Time-Interval Link til kilde
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