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

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dc.contributor.authorRoschelle, Jeremy
dc.contributor.authorCheng, Britte Haugan
dc.contributor.authorHodkowski, Nicola
dc.contributor.authorHaldar, Lina
dc.contributor.authorNeisler, Julie
dc.date.accessioned2020-04-17T18:10:57Z
dc.date.available2020-04-17T18:10:57Z
dc.date.issuedApril 2020
dc.description.abstractIn 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.sponsorshipBill & Melinda Gates Foundation, Chan-Zuckerberg Initiative and Schmidt Futures, under a subcontract from Cignitionen_US
dc.identifier.otherDOI: https://doi.org/10.51388/20.500.12265/95
dc.identifier.urihttp://hdl.handle.net/20.500.12265/95
dc.language.isoen_USen_US
dc.publisherDigital Promise
dc.subjectmathematicsen_US
dc.subjecttransferen_US
dc.subjectassessmenten_US
dc.subjectfractionsen_US
dc.subjectevidence-centered designen_US
dc.titleTransfer for Future Learning of Fractions within Cignition’s Microtutoring Approachen_US
dc.typeTechnical Reporten_US

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