Using Learning Progressions to Assess Student Understanding

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dc.contributor.advisorHarrison, Jennifer L.
dc.contributor.authorUnderdahl, Dana
dc.date.accessioned2013-11-14T18:30:18Z
dc.date.available2013-11-14T18:30:18Z
dc.date.issued2013-05
dc.descriptionColor poster with text and images.en
dc.description.abstractThe purpose of this study was to explore how teaching mathematics using learning progressions at the elementary level to inform instructional decisions, impacted student understanding of mathematical concepts.en
dc.description.sponsorshipUniversity of Wisconsin--Eau Claire Office of Research and Sponsored Programs.en
dc.identifier.urihttp://digital.library.wisc.edu/1793/67197
dc.language.isoen_USen
dc.relation.ispartofseriesUSGZE AS589en
dc.subjectLearning progressionsen
dc.subjectMathematics--Education (Elementary)en
dc.subjectPostersen
dc.titleUsing Learning Progressions to Assess Student Understandingen
dc.typePresentationen

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