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Letteratura scientifica selezionata sul tema "Mathematics Curriculum"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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Articoli di riviste sul tema "Mathematics Curriculum"

1

Hamidy, Anwaril, J. Jailani, and Fathur Rahman. "The Effect of National Examination and Curriculum on Students’ Performance in Solving TIMSS Model Mathematics Problems." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 8, no. 1 (2020): 1. http://dx.doi.org/10.33394/j-ps.v8i1.1991.

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This study was aimed to investigate effect of National Examination (UN) and curriculum also their interaction effect on students’ performance in solving TIMSS model Mathematics problems. This study was carried out with 300 8th graders of East Kalimantan students. The participants were from three mathematic National Examination result school categories on 2016 (low, moderate and high) and two implemented curriculum types (KTSP and Currciculum 2013). Data collection used 28 items TIMSS model Mathematics problems (α = 0.837) which contained content and cognitive domain. Data analysis used two way

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Meyer, Margaret R., Truus Dekker, and Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula." Mathematics Teaching in the Middle School 6, no. 9 (2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterize

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Dietiker, Leslie. "Mathematical story: a metaphor for mathematics curriculum." Educational Studies in Mathematics 90, no. 3 (2015): 285–302. http://dx.doi.org/10.1007/s10649-015-9627-x.

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4

Taveira, Flavio Augusto Leite. "Curriculum, Curricular Justice, and Mathematics Education: a political manifesto." Revista Internacional de Pesquisa em Educação Matemática 14, no. 2 (2024): 1–13. http://dx.doi.org/10.37001/ripem.v14i2.3947.

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This study aims to carry out a systematic literature review on curricular justice in mathematics education in databases that offer privileged spaces for disseminating knowledge about the curriculum-mathematics education binomial. Since this review offers no results, it discusses how some publications on the curricular debate in mathematics education approach Robert Connell’s theorization on curricular justice. Thus, this review defends the need to think about curricular justice in mathematics education in our times and states that no production focuses on discussions about issues of curricular

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Lee, Kyungwon, Hangyun Cho, and Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum." SNU Journal of Education Research 31, no. 3 (2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.

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This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory

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Buck, Robert E., Elise M. Grabner, and Gary B. Roberts. "MATHEMATICS, CURRICULUM, CAREERS." PRIMUS 8, no. 2 (1998): 184–90. http://dx.doi.org/10.1080/10511979808965894.

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Schoenefeld, Dale A., and Roger L. Wainwright. "Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica." ACM SIGCSE Bulletin 25, no. 1 (1993): 78–82. http://dx.doi.org/10.1145/169073.169353.

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Luitel, Laxman, and Binod Prasad Pant. "Images of Undergraduate Mathematics Curriculum: A Critical Self-Reflection." Mathematics Education Forum Chitwan 6, no. 6 (2021): 66–81. http://dx.doi.org/10.3126/mefc.v6i6.42409.

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Higher education practices in Nepal have been playing an important role to train and develop pre-service school teachers. This paper critically reflects on the curricular and pedagogical practices of mathematics education based on the first author's experiences of learning at the undergraduate level from the perspective of mathematics curriculum images and pedagogical implications. Subscribing to autoethnography as a research methodology, we analysed the first author's experiences as an undergraduate student in one of the public campuses in Nepal which point to two major images of mathematics

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Hatfield, Mary M., and Gary G. Bitter. "Communicating Mathematics." Mathematics Teacher 84, no. 8 (1991): 615–22. http://dx.doi.org/10.5951/mt.84.8.0615.

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Affording more opportunities to engage students in thinking and communicating mathematically and integrating technology into mathematics education are clear trends in curricular reform. Recent recommendations emphasize adopting a more active, process-oriented approach to mathematics learning and teaching. The Mathematical Sciences Education Board's document Reshaping School Mathematics (1990) emphasizes that a person engaged in mathematics gathers, discovers, creates, and expresses facts and ideas about patterns. The National Council of Teachers of Mathematics in its Curriculum and Evaluation

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Hafiz, Mohammad Ather Khan. "Curriculum of Mathematics in Pakistan and International Standards: A Comparative Study." Global Social Sciences Review 3, no. 2 (2018): 273–300. https://doi.org/10.5281/zenodo.4346340.

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Curriculum which is considered as the main tool education cannot remain the same endlessly. With the expansion of spectrum of knowledge, upgrading of the curriculum is needed with the passage of time. It is nevertheless, the timely updates and restructuring of curriculum can enhance the standard of education. It is therefore, change in curriculum and comparative analysis of the curriculum has been a hot debated topic not only in Pakistan but also all around the world. Current design of the study can be used to analyze the curriculum of mathematics for secondary level of education prescribed by

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Più fonti

Tesi sul tema "Mathematics Curriculum"

1

Novinger, Susan. "Talking mathematics : children's acquisition of mathematical discourse in a permeable curriculum /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953887.

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Rolandsson, Jakob. "Programming as Mathematics – A Curriculum Perspective." Thesis, Uppsala universitet, Matematiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-451806.

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Mina, Fayez M. "Models of Mathematics Curriculum Development in Egypt." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80674.

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The need for developing mathematics curricula was clarified. Models of mathematics curriculum development in Egypt were identified as: \"Temporary Committees\" (TC), center of developing curriculum and educational materials (CDCEM), \"National conferences\" (NC) and \"Educational standards\" (ES). The advantages and disadvantages of each one of these models were evaluated. Then a new model was suggested covering the whole advantages of these models and avoiding their disadvantages.

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Yoder, Gina Borgioli. "Understanding mathematics teachers' constructions of equitable mathematics pedagogy." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330796.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.

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Thurber, Robin Schul. "Construct validity of curriculum-based mathematics measures /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.

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Thesis (Ph. D.)--University of Oregon, 1999.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 78-83). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.

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Knap, Steven Anthony. "Mathematics curriculum implementation for the sixth grade." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1018.

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Dingman, Shannon W. "Mathematics textbooks and state curriculum standards an analysis of the alignment between the written and intended curricula /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4690.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.

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Komatsubara, Kristin Mie. "The mathematics connection a curriculum promoting mathematical application through the home-school connection /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457291.

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Thesis (M.A.)--University of California, San Diego, 2008.<br>Title from first page of PDF file (viewed November 7, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 172-176).

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Owens, Beverly Karen. "The Language of Mathematics: Mathematical Terminology Simplified for Classroom Use." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2242.

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After recognizing the need for a simpler approach to the teaching of mathematical terminology, I concluded it would be valuable to make a unit of simplified terms and describe methods of teaching these terms. In this thesis I have compared the terminology found in the Virginia Standards of Learning objectives to the materials found at each grade level. The units developed are as follows: The Primary Persistence Unit- for grades K-2; The Elementary Expansion Unit- for grades 3-5; and The Middle School Mastery Unit- for grades 6-8.

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Hoffmann, R., and R. Klein. "Adjusting the Mathematics Curriculum Into the 21st Century." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82570.

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Libri sul tema "Mathematics Curriculum"

1

Missoula County High School District (Mont.), ed. Mathematics curriculum. The District, 1985.

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Missoula County High School District (Mont.), ed. Mathematics curriculum. The District, 1985.

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Victor Elementary School District (Calif.), ed. Mathematics curriculum. The District, 1985.

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Victor Elementary School District (Calif.), ed. Mathematics curriculum. The District, 1985.

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Curriculum Committee for Mathematics., Ireland. Department of Education and Science., and National Council for Curriculum and Assessment., eds. Mathematics: Curriculum. Stationery Office, 1999.

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Massachusetts. Dept. of Education. Mathematics curriculum framework: Achieving mathematical power. Commonwealth of Massachusetts, Dept. of Education, 1997.

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Vichers, K. M. National curriculum mathematics. Canterbury Educational, 1993.

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Collingswood Public Schools (N.J.), ed. Elementary mathematics curriculum. The Schools, 1986.

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Burghes, D. N. National curriculum mathematics. Edited by Deft John, Hiscocks John, Tapson Frank, and Price Nigel 1948-. Heinemann, 1993.

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Vickers, K. M. National curriculum mathematics. Canterbury Educational, 1991.

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Capitoli di libri sul tema "Mathematics Curriculum"

1

Robinson, Ann, Bruce M. Shore, and Donna L. Enersen. "Mathematics Curriculum." In Best Practices In Gifted Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-24.

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Krogh, Suzanne L., and Pamela Morehouse. "Mathematics." In The Early Childhood Curriculum. Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-9.

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Osta, Iman. "Mathematics Curriculum Evaluation." In Encyclopedia of Mathematics Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_168.

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Gravemeijer, Koeno, and Anita Rampal. "Mathematics Curriculum Development." In The Proceedings of the 12th International Congress on Mathematical Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_57.

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Osta, Iman. "Mathematics Curriculum Evaluation." In Encyclopedia of Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_168.

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Osta, Iman. "Mathematics Curriculum Evaluation." In Encyclopedia of Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_168-5.

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Ghosh Hajra, Sayonita. "Mathematics." In Developmentally Appropriate Curriculum and Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9780429353147-5.

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Cheng, Lu Pien, and Kai Kow Joseph Yeo. "Singapore School Mathematics Curriculum." In Education in Singapore. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9982-5_22.

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Pound, Linda, and Trisha Lee. "Across the curriculum." In Teaching Mathematics Creatively, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003055396-8.

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Hughes, Paul. "Curriculum to Survey." In Seventeenth Century Practical Mathematics. Routledge, 2021. http://dx.doi.org/10.4324/9781003107668-5.

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Atti di convegni sul tema "Mathematics Curriculum"

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Xu, Dingyuan, Xiang Gong, and Min Wang. "A-Level Mathematics Curriculum Design for Cultivating Top Innovators." In 2024 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2024. http://dx.doi.org/10.1109/isec61299.2024.10665171.

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Schoenefeld, Dale A., and Roger L. Wainwright. "Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica." In the twenty-fourth SIGCSE technical symposium. ACM Press, 1993. http://dx.doi.org/10.1145/169070.169353.

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Spunde, Walter G. "Challenging the mathematics curriculum." In the international conference. ACM Press, 1992. http://dx.doi.org/10.1145/144045.144138.

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Amador, Julie. "Preservice Mathematics Teachers' Curriculum Visualization." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1567004.

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Peck, Roxy. "Developing statistical reasoning in a “piecemeal” secondary statistics curriculum—the next step." In Next Steps in Statistics Education. IASE international Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09103.

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In the last decade, statistics and data analysis have become a more visible component of the secondary school mathematics curriculum in the United States. In most cases, statistics and data analysis topics have been divided up and spread through the mathematics curriculum. However, many important concepts of statistics are not mathematical in nature and are not easily integrated into existing mathematics courses. As a consequence, most students complete their secondary education having seen a number of graphical and numerical statistical methods but having not encountered many key concepts req

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Foerster, Klaus-Tycho. "Integrating Programming into the Mathematics Curriculum." In SIGITE/RIIT 2016: The 17th Annual Conference on Information Technology Education and the 5th Annual Conference on Research in Information Technology. ACM, 2016. http://dx.doi.org/10.1145/2978192.2978222.

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Koyama, Masataka, and Jeremy Hodgen. "Research and Development on Mathematics Curriculum." In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0064.

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Ottaviani, Maria Gabriella, and Silio Rigatti Luchini. "“Data and Predictions” Emerging as One of the Basic Themes in the Mathematical Curriculum of the First Cycle School Level in Italy." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04501.

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In the reform of the Italian school system, a new pedagogical point of view has shifted attention away from content and skills and toward competencies. Also contributing to the proposal of a new mathematical curriculum is a new way of looking at mathematics that takes globalised societal needs into consideration. This paper describes the role of the Italian Statistical Society (SIS) in proposing knowledge and skills of the “Data and predictions” nucleus, which has emerged as one of the basic themes in the new mathematics curriculum. We present the guidelines which have been implemented to enha

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Avotiņa, Maruta, and Agnese Zīlīte. "Changes in the Mathematics Curriculum for Grades 10–12 in Latvia." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.45.

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In the school year 2021/2022 in all schools and for all grades in Latvia ends the gradual transition from the previous mathematics standard (that was used since year 2008) to the new mathematics standard. This standard is developed within the ESF project “Competence Approach to Curriculum (School 2030)”. The mathematics subject in the secondary school is divided into two parts: Mathematics I (optimal level for every secondary school student) and Mathematics II (advanced level for secondary school students who plan to study exact sciences at the university). The final exam also is different and

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Mustoe, L. "Mathematics at post-16 - implications for engineering." In IEE Seminar Curriculum 2000 and Beyond - Impact on HE and FE. IEE, 2000. http://dx.doi.org/10.1049/ic:20000494.

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Rapporti di organizzazioni sul tema "Mathematics Curriculum"

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Nelson, Gena, and Allyson J. Kiss. Curriculum-Based Measures in Mathematics. Boise State University, Albertsons Library, 2022. http://dx.doi.org/10.18122/sped.144.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 96 studies that focused on Stages 1, 2, and/or 3 of curriculum-based measurement in mathematics (CBM-M) research. Stage 1 refers to evidence for using CBM at one point in time (i.e., static scores), such as for screening for difficulty. Stage 2 refers to evidence for using CBM repeatedly overtime, such as for progress monitoring. Stage 3 focuses on the instructional utility of CBM (i.e., instructional decisions to increase student achievement). The purpose of the systematic review was to updat

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Chua, Boon Liang. Justification in Mathematics (JiM). National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22628.

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This JiM project set out to research the current state of understanding of mathematical justification by both Singapore secondary school students and Mathematics teachers across the different content strands in the Singapore secondary Mathematics curriculum. This timely and relevant project was started to complement the current goal of the Ministry of Education (MOE) on fostering reasoning in the learning of Mathematics in schools. While MOE focuses on the reasoning process, our study examined the outcomes of this reasoning process. For many years, mathematical reasoning and communication have

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Santiago, Ana, Marcelo Cabrol, and Mariana Alfonso. Aligning Learning Incentives (ALI). Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0008047.

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Mexican students score low in international learning assessments, particularly in math. To help remedy this situation, the Inter-American Development Bank is supporting a pilot study to identify to what extent performance based incentives for students, teachers and principals in upper-secondary schools can improve students¿ mathematical skills, as measured by their scores in curriculum-based mathematics tests.

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Adeniran, Adedeji, Sixtus C. Onyekwere, Anthony Okon, Julius Atuhurra, Rastee Chaudhry, and Michelle Kaffenberger. Instructional Alignment in Nigeria using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/143.

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Systematic, quantitative evidence on education system coherence is limited. Prior research has indicated alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for children’s learning. This study uses the Surveys of Enacted Curriculum methodology to investigate alignment of instructional components in Nigeria's primary education system. The study analyzes curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades. We find that key foundation

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Lee, Ngan Hoe. Translating productive failure in the Singapore A-level statistics curriculum. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22626.

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In the recommendations made to the revised Singapore-Cambridge General Certificate of Education Advanced Level (A-level) Mathematics curriculum (Ministry of Education (MOE): Curriculum Planning and Development Division (CPDD), 2015a, 2015b), an emphasis was placed on the use of constructivist pedagogy to deepen students’ understanding of concepts and appreciation of the disciplinarity of the subject, and the development of students’ critical and inventive thinking capacities that are relevant to the 21st century. Current practices in the Junior Colleges (JCs), with its lecture and tutorial sys

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Daro, Phil, Frederic Mosher, and Tom Corcoran. Learning Trajectories in Mathematics: A Foundation for Standards, Curriculum, Assessment, and Instruction. Consortium for Policy Research in Education, 2011. http://dx.doi.org/10.12698/cpre.2011.rr68.

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McHugh, Grainne, Aidan Clerkin, Rachel Perkins, and Rachel Cunningham. An in-depth analysis of the relative strengths and weaknesses of students in Ireland in mathematics and science in TIMSS 2019. Educational Research Centre, 2024. http://dx.doi.org/10.70092/2091319.0724.

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This report draws on the Trends in International Mathematics and Science Study (TIMSS) 2019 data to explore the areas in mathematics and science where students in Ireland perform particularly strongly and areas where they do less well. It is aimed at informing the work of teachers, school leaders, teacher educators, and curriculum developers in Ireland. It describes, in detail, the performance of Fourth Class (primary) and Second Year (post-primary) students on a range of mathematics and science topics and on specific test items which are shown as presented to students in the test. Students’ p

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Kim, Ann Y., Tyler Reeb, Jaylee Jordan, and Youngjin Song. Curriculum Evaluation of the Academy of Global Logistics Program: Connections to STEM Education. Mineta Transportation Institute, 2023. http://dx.doi.org/10.31979/mti.2023.2246.

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The Academy of Global Logistics (AGL) is a career technical education program developed in collaboration with the Port of Long Beach and the Long Beach Unified School District and with support from the Center for International Trade and Transportation. Students enrolled in the program, implemented at a high school in Long Beach, CA, learn global logistics and supply chain management over the course of their high school career. The program culminates in a capstone project that is evaluated by industry leaders. This research project applies qualitative coding methods to find connections between

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Brecher, K. Middle school integrated science, mathematics and technology curriculum. Final report, September 30, 1991--December 31, 1993. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/10157495.

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SHESTAKOVA, L. G. FORMATION OF PEDAGOGICAL COMPETENCIES AMONG STUDENTS OF THE DIRECTION 01.03.02 APPLIED MATHEMATICS AND INFORMATICS. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-88-94.

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Abstract (sommario):

The task of forming pedagogical competencies among students of the direction “Applied Mathematics and Informatics” is relevant. For its solution, the following conditions are identified: to include in the curriculum a pedagogical module, consisting of pedagogy, methodological disciplines and pedagogical practice; use links with specialized disciplines; apply in the work the educational and methodological support adapted to the reduced amount of time; include activities based on the pedagogical module in the educational program.

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