Descriptor
| Academic Achievement | 3 |
| Learning Strategies | 3 |
| Mathematical Logic | 3 |
| Mathematics Education | 2 |
| Questioning Techniques | 2 |
| Validity | 2 |
| Algorithms | 1 |
| Analysis of Variance | 1 |
| Cognitive Development | 1 |
| Comprehension | 1 |
| Critical Thinking | 1 |
| More ▼ | |
Author
| Anderson, Johnston | 1 |
| De Bock, Dirk | 1 |
| De Bolle, Elke | 1 |
| Hunkins, Francis P. | 1 |
| Janssens, Dirk | 1 |
| Van Dooren, Wim | 1 |
| Verschaffel, Lieven | 1 |
Publication Type
| Reports - Research | 2 |
| Speeches/Meeting Papers | 2 |
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Higher Education | 1 |
| Secondary Education | 1 |
Audience
| Researchers | 1 |
Location
| Belgium | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textVan Dooren, Wim; De Bock, Dirk; De Bolle, Elke; Janssens, Dirk; Verschaffel, Lieven – International Group for the Psychology of Mathematics Education, 2003
A systematic series of studies by De Bock et al. revealed a strong, deep-rooted tendency among secondary school students to apply the proportional model in non-proportional problems involving lengths, areas and volumes of similar geometrical figures. In these studies, however, items were used involving direct measures for area and volume as well…
Descriptors: Academic Achievement, Secondary School Students, Mathematics Education, Geometry
Peer reviewed
Direct linkAnderson, Johnston – International Journal of Mathematical Education in Science and Technology, 2002
The use of short assessment tasks can provide valuable information about undergraduates' knowledge and understanding. However, it is known that there are gender-related differences in performance on certain types of objective tests, both among school pupils and university undergraduates. This article focuses on undergraduate learning, using a…
Descriptors: Objective Tests, Academic Achievement, Gender Differences, Student Evaluation
Hunkins, Francis P. – 1986
The central objective of this study was to determine the effects of formal training in the use and types of questions and in the nature and use of algorithms on middle school students' achievement in economic geography. Subjects were 190 eighth grade students in a large metropolitan school district. Three experimental groups received either: (1)…
Descriptors: Academic Achievement, Algorithms, Analysis of Variance, Cognitive Development
