Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers-Reference-Cited by-同舟云学术

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

Published:2021-08-31 Issue:3 Volume:16 Page:em0657
ISSN:1306-3030
Container-title:International Electronic Journal of Mathematics Education
language:
Short-container-title:INT ELECT J MATH ED

Author:

Woolcott Geoff^ORCID,Marks Andrew^ORCID,Markopoulos Christos^ORCID

Publisher

Modestum Publishing Ltd

Subject

Education,General Mathematics

Link

https://www.iejme.com/download/differentiating-instruction-development-of-a-practice-framework-for-and-with-secondary-mathematics-11198.pdf

Reference152 articles.

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3. Andersson, C., & Palm, T. (2018). Reasons for teachers’ successful development of a formative assessment practice through professional development – a motivation perspective. Assessment in Education: Principles, Policy & Practice, 25(6), 576-597. https://doi.org/10.1080/0969594X.2018.1430685

4. Australian Mathematical Sciences Institute [AMSI]. (2020). The state of mathematical sciences 2020: 7th discipline profile of mathematics and statistics in Australia. AMSI. https://amsi.org.au/wp-content/uploads/2020/05/amsi-discipline-profile-2020.pdf

5. Bada, S. O. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70. https://doi.org/10.9790/7388-05616670

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