Published by Institute of Education Press, United Kingdom, Stoke-on-Trent, 1994
ISBN 10: 185856011X ISBN 13: 9781858560113
Seller: WorldofBooks, Goring-By-Sea, WS, United Kingdom
Paperback. Condition: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
Published by -
ISBN 10: 185856011X ISBN 13: 9781858560113
Seller: AwesomeBooks, Wallingford, United Kingdom
Paperback. Condition: Very Good. Who Counts?: Assessing Mathematics in Europe This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.
Published by - -
ISBN 10: 185856011X ISBN 13: 9781858560113
Seller: Bahamut Media, Reading, United Kingdom
Paperback. Condition: Very Good. This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.
Published by Stoke-on-Trent: Trentham Books Limited 1994, 1994
ISBN 10: 185856011X ISBN 13: 9781858560113
Seller: G. & J. CHESTERS, TAMWORTH, United Kingdom
Soft cover. Condition: USED_FINE. 266 pages, many tables and diagrams a Fine copy pbk [185856011X].
Published by Trentham Books Ltd, 2024
ISBN 10: 185856011X ISBN 13: 9781858560113
Seller: Ergodebooks, Houston, TX, U.S.A.
Softcover. Condition: Good. This is a book on assessment in mathematics in nine European countries with a focus on gender difficulties in achievement. Few of the countries differentiate their assessment results by gender despite the findings from those that do, which indicate that attainment is indeed affected by girls' responses to learning and assessment styles. No country differentiates by race, again despite indications from the USA that results are racially differentiated. The author sets the context, identifying the different patterns of assessment and the results of differentiated outcomes. She outlines the data collection procedures needed so that differentiation in mathematics attainment can be effectively monitored and she speculates on the researchable questions that would bring European education closer to a social justice approach to assessment in mathematics.