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The question of questions: resolving (non-)exhaustivity in Wh-questions ...
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Beyond communication: using language for researching curriculum, pedagogy and policy in mathematics education
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In: Didactica Mathematicae , 36 pp. 33-56. (2014) (2014)
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Language and communication in mathematics education: an overview of research in the field
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In: ZDM , 46 (6) pp. 843-853. (2014) (2014)
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Stimulus level effects on speech-evoked obligatory cortical auditory evoked potentials in infants with normal hearing
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Accent Conversion via Formant-based Spectral Mapping and Pitch Contour Modification
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Evidence of semantic disorganisation using semantic priming in individuals with high schizotypy
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In: Schizophrenia Research, Vol. 84, no. 2 (Jun 2006), pp. 272-280 (2006)
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Evidence of semantic disorganisation using semantic priming in individuals with high schizotypy
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In: SCHIZOPHRENIA RESEARCH , 84 (2-3) pp. 272-280. (2006) (2006)
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The interpretative nature of teachers' assessment of students' mathematics: Issues for equity
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) (2002)
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Abstract:
This paper discusses fairness and equity in assessment of mathematics. The increased importance of teachers' interpretative judgments of students' performance in highstakes assessments and in the classroom has prompted this exploration. Following a substantial theoretical overview of the field, the issues are illustrated by two studies that took place in the context of a reformed mathematics curriculum in England. One study is of teachers' informal classroom assessment practices; the other is of their interpretation and evaluation of students' formal written mathematical texts (i.e., responses to mathematics problems). Results from both studies found that broadly similar work could be interpreted differently by different teachers. The formation of teachers' views of students and evaluation of their mathematical attainments appeared to be influenced by surface features of students' work and behavior and by individual teachers' prior expectations. We discuss and critique some approaches to improving the quality and equity of teachers' assessment.
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Keyword:
assessment; communication; equity/diversity; reform in mathematics education; social and cultural issues; teaching practice
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URL: https://doi.org/10.2307/749645
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Raising the IQ in full-text searching via intelligent querying
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In: Office of Scientific and Technical Information INFOTECH `94,Oak Ridge, TN (United States),25-26 Oct 1994 (1994)
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Synergistic anti-nociceptive effect of L-NG-nitro arginine methyl ester (L-NAME) and flurbiprofen in the mouse.
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