Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22234
Title: Developmental pathway for individualized learning of algebra
Contributor(s): Pegg, John (supervisor); Reading, Christine (supervisor)orcid ; Scott, Gregory  (author)
Publication Date: 2017-12-15
Handle Link: https://hdl.handle.net/1959.11/22234
Related Research Outputs: 2018. Developmental pathway for individualized learning of algebra Scott. Gregory Alan; Pegg, John E; Reading, Christine E. Submitter: Balnaves, Edmund. Identifier: hdl:1959.11/23100. Doctoral Thesis, last modified 15/11/2018.
Abstract/Context: A qualitative study deriving individualised pathways of learning algebra and developing higher-order thinking. Investigating cognitive gaps in the presentation of the subject algebra and cognitive gaps in student approaches to algebra. Evidencing these gaps in comments made by HSC markers from 2002–2011. Providing a framework to explore processes underpinning cognitive gaps via student cognitive conversations structured on literature review, markers comments and particular domains of algebra. Leading to individualised pathways of learning, a new concept of understanding algebra and higher-order thinking.
Publication Type: Dataset
Fields of Research (FOR): 130303 Education Assessment and Evaluation
130208 Mathematics and Numeracy Curriculum and Pedagogy
130106 Secondary Education
Fields of Research (FoR) 2020: 390402 Education assessment and evaluation
390109 Mathematics and numeracy curriculum and pedagogy
390306 Secondary education
Socio-Economic Objective (SEO): 930102 Learner and Learning Processes
930202 Teacher and Instructor Development
Socio-Economic Objective (SEO) 2020: 160303 Teacher and instructor development
Keywords: Cognitive gaps
High School Certificate
Learning
Higher-order thinking
Individualised pathways
Algebra
Location: Schools in Tamworth and Armidale, NSW
Location Coordinates: northlimit=-30.110190641969; southlimit=-31.422319270621; westlimit=150.40298801063; eastLimit=152.21573215126; projection=WGS84
Format: 25 .XLS. results sheets. 6 .DOC interview transcripts. 12 .S24 interview recordings.
Access rights: Mediated
Open Access Embargo: 2017-12-15
HERDC Category Description: X Dataset
Project: Developmental pathway for individualized learning of algebra
Dataset Managed By: School of Education
Rights Holder: University of New England
Rights Statement: Ethical clearance requires restricted access. Queries for the data set should be directed to the chief investigator.
Dataset Stored at: Univeristy of New England
Primary Contact Details: Gregory Scott - gscott26@myune.edu.au
Dataset Custodian Details: Gregory Scott - gscott26@myune.edu.au
Appears in Collections:Dataset

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