Transfer for Future Learning of Fractions within Cignition’s Microtutoring Approach

Show simple item record

dc.contributor.author Roschelle, Jeremy
dc.contributor.author Cheng, Britte Haugan
dc.contributor.author Hodkowski, Nicola
dc.contributor.author Haldar, Lina
dc.contributor.author Neisler, Julie
dc.date.accessioned 2020-04-17T18:10:57Z
dc.date.available 2020-04-17T18:10:57Z
dc.date.issued April 2020
dc.identifier.other DOI: https://doi.org/10.51388/20.500.12265/95
dc.identifier.uri http://hdl.handle.net/20.500.12265/95
dc.description.abstract In this exploratory research project, our team’s goal was to design and begin validation of a measurement approach that could provide indication of a student’s ability to transfer their mathematics understanding to future, more advanced mathematical topics. Assessing transfer of learning in mathematics and other topics is an enduring challenge. We sought to invent and validate an approach to transfer that would be relevant to improving Cignition’s product, would leverage Cignition’s use of online 1:1 tutoring, and would pioneer an approach that would contribute more broadly to assessment research. en_US
dc.description.sponsorship Bill & Melinda Gates Foundation, Chan-Zuckerberg Initiative and Schmidt Futures, under a subcontract from Cignition en_US
dc.language.iso en_US en_US
dc.publisher Digital Promise
dc.subject mathematics en_US
dc.subject transfer en_US
dc.subject assessment en_US
dc.subject fractions en_US
dc.subject evidence-centered design en_US
dc.title Transfer for Future Learning of Fractions within Cignition’s Microtutoring Approach en_US
dc.type Technical Report en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search


Browse

My Account