In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
Research on how students make sense of and use the minus sign indicates that students struggle to understand the multiple meanings of the minus sign. Teachers can support students in developing robust understanding of each interpretation of the minus sign, and associated symbol sense, so that they can move among the meanings and can recognize and use each meaning seamlessly.
Research on how students make sense of and use the minus sign indicates that students struggle to understand the multiple meanings of the minus sign. Teachers can support students in developing robust understanding of each interpretation of the minus sign, and associated symbol sense, so that they can move among the meanings and can recognize and use each meaning seamlessly.
Kali, Y., Markauskaite, L., Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS.
ABSTRACT:
Kali, Y., Markauskaite, L., Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS.
ABSTRACT:
Kali, Y., Markauskaite, L., Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS.
ABSTRACT:
Kali, Y., Markauskaite, L., Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS.
ABSTRACT:
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
