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1. The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time.

2. SATs, sets and allegations of bias: The allocation of 11‐year‐old students to mathematics sets in some English schools in 2015. A response to Connolly et al., 2019.

3. What goes through an examiner's mind? Using verbal protocols to gain insights into the GCSE marking process.

4. Professional noticing of coordinated mathematical thinking.

5. Fifty years of A-level mathematics: have standards changed?

6. School closures and educational attainment in Ethiopia: Can extra classes help children to catch up?

7. Are standards rising in English primary schools?

8. The SES equity gap and the reform from modular to linear GCSE mathematics.

11. Promoting 'relational equity' and high mathematics achievement through an innovative mixed-ability approach.

12. Faith schools, social capital and academic attainment: evidence from TIMSS-R mathematics scores in Flemish secondary schools.

13. The short-term and the long-term effect of primary schools and classes on mathematics and language achievement scores.

14. What kind of creature is a design experiment?

15. It's not which school but which set you're in that matters: the influence of ability grouping practices on student progress in mathematics 1.

16. Tracking and Mixed-ability Grouping in Secondary School Mathematics Classrooms: a case study 1.

17. A Research-based Model for the Development of Policy on Baseline Assessment.

18. Shame: an emotional response to doing mathematics as an adult and a teacher.

19. Research Mathematicians as Learners—and what mathematics education can learn from them.

20. Straight or Bent? An inquiry into rating scales in repertory grids.