Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work?
In this paper we report on the intervention phase of an ESRC-funded project, Increasing Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS). The intervention was designed to enable teachers to use formative assessment in mathematics classrooms by evaluating what students alre...
| Main Authors: | , , , |
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| Format: | Conference or Workshop Item |
| Published: |
2014
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| Subjects: | |
| Online Access: | https://eprints.nottingham.ac.uk/32203/ |