Suchergebnisse
Filter
7 Ergebnisse
Sortierung:
The Challenge of Formative Assessment in Mathematics Education: Children's Minds, Teachers' Minds
In: Human development, Band 52, Heft 2, S. 109-128
ISSN: 1423-0054
The developmental psychology of mathematical thinking and the clinical interview method can make major contributions to education by transforming the process of formative assessment – the attempt to use information concerning student performance, knowledge, learning potential, and motivation to inform instruction. The clinical interview is a powerful method for learning about students' underlying cognitive competence. Cognitive developmental theory is essential because assessment is only as 'valid' as the ideas on which it is based. Yet current theories of developmental trajectories need to be supplemented by consideration of obstacles that the student must overcome. These involve the mathematics, instructional materials and the teacher.
Similarities and Differences in the Formal and Informal Mathematical Cognition of African, American, and Asian Children: The Roles of Schooling and Social Class
In: Advances in Psychology; Cognition and Culture - A Cross-Cultural Approach to Cognitive Psychology, S. 343-360
Children's Learning Difficulties in Mathematics
In: Education and urban society, Band 17, Heft 4, S. 405-416
ISSN: 1552-3535
Mathematics Education for Young Children: What It is and How to Promote It
In: Social policy report, Band 22, Heft 1, S. 1-24
ISSN: 2379-3988
Mathematical Thinking and Learning
In: Blackwell Handbook of Early Childhood Development, S. 208-229
Statement on race differences in intelligence: Occasioned by The Bell Curve
In: Peace and conflict: journal of peace psychology ; the journal of the Society for the Study of Peace, Conflict, and Violence, Peace Psychology Division of the American Psychological Association, Band 1, Heft 1, S. 99-100
ISSN: 1532-7949