Stand.out.errors: a starting point to address mathematics learning losses post COVID-19
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http://hdl.handle.net/10045/126666
Título: | Stand.out.errors: a starting point to address mathematics learning losses post COVID-19 |
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Autor/es: | Pournara, Craig |
Palabras clave: | Mathematics education | Mathematics teaching |
Fecha de publicación: | 2022 |
Editor: | PME | Universidad de Alicante |
Cita bibliográfica: | Pournara, Craig. “Stand.out.errors: a starting point to address mathematics learning losses post COVID-19”. In: Fernández, Ceneida, et al. (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Alicante, Spain, 18-23 of July of 2022. Alicante: PME, 2022. Vol. 3. ISBN 978-84-1302-177-5, pp. 331-338 |
Resumen: | The COVID-19 pandemic resulted in school closures and loss of learning and teaching across the world, and the impact will be most severe in low-income countries and communities. Research on impact of similar severe disruptions is unanimous that learning of mathematics is impacted most but recommendations for recovery are vague. The notion of stand.out.errors is proposed as a starting point for mathematical recovery. This notion is defined, operationalised and applied to the test responses of 376 Grade 7 learners. The stand.out.errors in four test items are discussed and recommendations for addressing errors are made. |
Patrocinador/es: | This work is based on research supported by the National Research Foundation of South Africa and the First Rand Foundation. |
URI: | http://hdl.handle.net/10045/126666 |
ISBN: | 978-84-1302-177-5 |
ISSN: | 0771-100X |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/conferenceObject |
Derechos: | © 2022 left to authors |
Revisión científica: | si |
Versión del editor: | https://web.ua.es/pme45/ |
Aparece en las colecciones: | PME 45 - Proceedings - Vol. 3 |
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proceedings-pme-45-vol3-42.pdf | 289,64 kB | Adobe PDF | Abrir Vista previa | |
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