Citations (18)
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Read on this site (9)
Mikaela Nyroos & Carola Wiklund-Hörnqvist. (2012) The association between working memory and educational attainment as measured in different mathematical subtopics in the Swedish national assessment: primary education. Educational Psychology 32:2, pages 239-256.
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Laura Jiménez. (2012) La aplicación del conocimiento contextualizado en la resolución de problemas matemáticos un estudio sobre las dificultades de los niños en la resolución de problemas no rutinarios. Culture and Education 24:3, pages 351-362.
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Pam Austin, Rose Elaine Carbone & Paul Webb. (2011) Prospective primary school Teachers' attempts to pose acceptable word problems on the addition of fractions: Some insights from South Africa and the United States of America. African Journal of Research in Mathematics, Science and Technology Education 15:2, pages 168-178.
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JudithT.M. Gulikers, TheoJ. Bastiaens, PaulA. Kirschner & Liesbeth Kester. (2008) Authenticity is in the eye of the beholder: student and teacher perceptions of assessment authenticity. Journal of Vocational Education & Training 60:4, pages 401-412.
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Noriyuki Inoue. (2008) Minimalism as a Guiding Principle: Linking Mathematical Learning to Everyday Knowledge. Mathematical Thinking and Learning 10:1, pages 36-67.
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Judith Gulikers, Theo Bastiaens & Paul Kirschner. (2006) Authentic assessment, student and teacher perceptions: the practical value of the five‐dimensional framework. Journal of Vocational Education & Training 58:3, pages 337-357.
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J. JOY CUMMING & GRAHAM S. MAXWELL. (1999) Contextualising Authentic Assessment. Assessment in Education: Principles, Policy & Practice 6:2, pages 177-194.
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DylanV. Jones. (1998) National Curriculum Tests for Mathematics in English and Welsh: creating matched assessments. Assessment in Education: Principles, Policy & Practice 5:2, pages 193-211.
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DylanV. Jones. (1997) Bilingual mathematics: development and practice in Wales. The Curriculum Journal 8:3, pages 393-410.
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Articles from other publishers (9)
Gyuhee Yi & Jihyun Lee. (2021) Middle School Students’ Realistic Consideration of Problematic Problems. Journal of Educational Research in Mathematics 31:4, pages 449-470.
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Judith Gulikers, Dominique Sluijsmans, Liesbeth Baartman & Paul Bartolo. 2009. Becoming a Teacher Educator. Becoming a Teacher Educator
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Judith T.M. Gulikers, Theo J. Bastiaens, Paul A. Kirschner & Liesbeth Kester. (2006) RELATIONS BETWEEN STUDENT PERCEPTIONS OF ASSESSMENT AUTHENTICITY, STUDY APPROACHES AND LEARNING OUTCOME. Studies in Educational Evaluation 32:4, pages 381-400.
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Noriyuki Inoue. (2005) The realistic reasons behind unrealistic solutions: the role of interpretive activity in word problem solving. Learning and Instruction 15:1, pages 69-83.
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Lieven Verschaffel, Brian Greer & Erik de Corte. 2002. Symbolizing, Modeling and Tool Use in Mathematics Education. Symbolizing, Modeling and Tool Use in Mathematics Education
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Barry Cooper & Máiréad Dunne. (2017) Anyone for Tennis? Social Class Differences in Children's Responses to National Curriculum Mathematics Testing. The Sociological Review 46:1, pages 115-148.
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Harry Torrance. (1998) Learning from research in assessment: A response to writing assessment—raters' elaboration of the rating task. Assessing Writing 5:1, pages 31-37.
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