Galactogogue
发表于 2025-3-28 16:36:33
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大洪水
发表于 2025-3-28 21:14:37
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Inclement
发表于 2025-3-28 23:18:33
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我怕被刺穿
发表于 2025-3-29 06:05:52
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Meditative
发表于 2025-3-29 08:30:44
A Framework for Evaluating Quality and Equity in Post-Compulsory Mathematics Education school mathematics education—in English-speaking countries at least—has failed to meet the needs of many. In the post-compulsory sector, traditionally autonomous higher education institutions are now competing amongst each other along with the vocational sector for student enrolments and funding, b
Lobotomy
发表于 2025-3-29 15:19:47
The Theoretical Landscapef socio-demographic group-based differences in mathematics achievement. The often-virulent nature/nurture debates were grounded in psychological theories of individual difference (Jensen 1972); whereas sociological theories of social and cultural capital sought to explain inequalities in how society
CARK
发表于 2025-3-29 17:02:30
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ATRIA
发表于 2025-3-29 23:04:26
Effects of Student-Level and School-Level Characteristics on the Quality and Equity of Mathematics Arom PISA 2006 and the Trends in International Mathematics and Science Study, TIMSS 2007) regarding the effects on mathematics achievement in the United States of student-level variables including socioeconomic status (SES), gender, motivations, mathematics anxiety, self-related cognitions, and schoo
cutlery
发表于 2025-3-30 01:02:46
Equity and Quality Issues in Mathematics Education in Malawi Schoolsrs and in terms of indicators of quality developed by the Malawi government. We focus on female and male learners and also on rural and urban schools. Differences between female and male learners include that the proportion of females is much less than that of males especially in secondary and highe
Initial
发表于 2025-3-30 04:15:58
Looking for Equity in Policy Recommendations for Instructional QualityUnited States. We frame equity along two dimensions: the kinds of mathematical knowledge to which students have access and the opportunities for students to participate in classroom environments that support significant mathematics learning. A central finding of the analysis is that, across the poli