Developmental pathway for individualized learning of algebra

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General
Title
Developmental pathway for individualized learning of algebra
Type
Dataset
Date Record Created
2017-12-15
Date Record Modified
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Language
English
Embargo
Embargo
Item is currently embargoed.
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thesis publication
Coverage
Date Coverage
2007-01-01 to 2007-12-31
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Geospatial Location
  1. Text: Schools in Tamworth and Armidale, NSW
  2. iso19139dcmiBox: (northlimit=-30.110190641969; southlimit=-31.422319270621; westlimit=150.40298801063; eastLimit=152.21573215126; projection=WGS84)
Description
Description
A qualitative study deriving individualised pathways of learning algebra and developing higher-order thinking. Investigating cognitive gaps in the presentation of the subject algebra and cognitive gaps in student approaches to algebra. Evidencing these gaps in comments made by HSC markers from 2002 – 2011. Providing a framework to explore processes underpinning cognitive gaps via student cognitive conversations structured on literature review, markers comments and particular domains of algebra. Leading to individualised pathways of learning, a new concept of understanding algebra and higher-order thinking.
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People
Creators
  1. Gregory Scott [CI]
Primary Contact
Gregory Scott, gscott26@myune.edu.au
Supervisors
  1. Prof John Pegg
  2. Dr Christine Reading
Subject
Fields of Research
  1. 130106 - Secondary Education (130106)
  2. 130208 - Mathematics and Numeracy Curriculum and Pedagogy (130208)
  3. 130303 - Education Assessment and Evaluation (130303)
Socio-Economic Objective
  1. 930202 - Teacher and Instructor Development (930202)
  2. 93 - Education And Training (93)
Keywords
  1. Algebra
  2. Individualised pathways
  3. Higher-order thinking
  4. Learning
  5. High School Certificate
  6. Cognitive gaps
Research Activity
Strategic basic research
Rights
Access Rights/Conditions
Ethical clearance requires restricted access. Queries for the data set should be directed to the chief investigator.
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License
CC BY: Attribution 3.0 AU
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useCuration
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