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Author:
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Category : Canada
Languages : en
Pages : 1116
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Book Description
Author:
Publisher:
ISBN:
Category : Canada
Languages : en
Pages : 1116
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Book Description
Author:
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ISBN:
Category : Government publications
Languages : en
Pages : 674
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Book Description
Cumulates monthly issues and includes additional material.
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Category : Government publications
Languages : en
Pages : 1318
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Book Description
Author:
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Category : Government publications
Languages : en
Pages : 1300
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Book Description
Author: Robert Morris
Publisher:
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Category : Mathematical statistics
Languages : en
Pages : 278
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Book Description
Author: Judah L. Schwartz
Publisher: Routledge
ISBN: 1134758383
Category : Education
Languages : en
Pages : 267
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Book Description
This volume is a case study of education reform and innovation using technology that examines the issue from a wide variety of perspectives. It brings together the views and experiences of software designers, curriculum writers, teachers and students, researchers and administrators. Thus, it stands in contrast to other analyses of innovation that tend to look through the particular prisms of research, classroom practice, or software design. The Geometric Supposer encourages a belief in a better tomorrow for schools. On its surface, the Geometric Supposer provides the means for radically altering the way in which geometry is taught and the quality of learning that can be achieved. At a deeper level, however, it suggests a powerful metaphor for improving education that can be played out in many different instructional contexts.
Author:
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Category : Government publications
Languages : en
Pages :
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Book Description
Author: Elisha Scott Loomis
Publisher:
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Category : Geometry
Languages : en
Pages : 226
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Book Description
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Category : Microforms
Languages : en
Pages : 1134
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Book Description
Author: Thomas A. Romberg
Publisher: SUNY Press
ISBN: 9780791408995
Category : Mathematics
Languages : en
Pages : 380
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Book Description
Are current testing practices consistent with the goals of the reform movement in school mathematics? If not, what are the alternatives? How can authentic performance in mathematics be assessed? These and similar questions about tests and their uses have forced those advocating change to examine the way in which mathematical performance data is gathered and used in American schools. This book provides recent views on the issues surrounding mathematics tests, such as the need for valid performance data, the implications of the Curriculum and Evaluation Standards for School Mathematics for test development, the identification of valid items and tests in terms of the Standards, the procedures now being used to construct a sample of state assessment tests, gender differences in test taking, and methods of reporting student achievement.
