Literaturnachweis - Detailanzeige
| Autor/inn/en | Roschelle, Jeremy; Cheng, Britte Haugan; Hodkowski, Nicola; Haldar, Lina; Neisler, Julie |
|---|---|
| Institution | Digital Promise |
| Titel | Transfer for Future Learning of Fractions within Cignition's Microtutoring Approach |
| Quelle | (2020), (29 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Fractions; Transfer of Training; Tutoring; Individual Instruction; Electronic Learning; Mathematics Instruction; Elementary School Students; Grade 5; Elementary School Mathematics; Instructional Effectiveness; Program Design; Program Validation; Program Development Bruchrechnung; Training; Transfer; Ausbildung; Förderkonzept; Nachhilfeunterricht; Individuelles Lernen; Mathematics lessons; Mathematikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Unterrichtserfolg; Programme design; Programmaufbau; Programmplanung |
| Abstract | In this exploratory research project, our team's goal was to design and begin validation of a measurement approach that could provide indication of a student's ability to transfer their mathematics understanding to future, more advanced mathematical topics. Assessing transfer of learning in mathematics and other topics is an enduring challenge. We sought to invent and validate an approach to transfer that would be relevant to improving Cignition's product, would leverage Cignition's use of online 1:1 tutoring, and would pioneer an approach that would contribute more broadly to assessment research. [This report was co-produced by MenloEDU with additional funding from Schmidt Futures under a subcontract from Cignition.] (As Provided). |
| Anmerkungen | Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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