Anette Fröberg

Pressmeddelande: Matteappen digitaliserar diagnostiska test från NCM

Nu står det klart att Matteappen får göra en utprövning för att digitalisera diagnostiska test från Nationellt centrum för matematikutbildning, NCM, och göra dessa tillgängliga på webben. Projektet kommer inledningsvis att hålla på fram till sommaren 2021. Den bok NCM har sålt mest av heter “Förstå och använda tal”. Den beskriver mycket som är viktigt att tänka

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Assisting a gender-equal math learning journey

Gender stereotypes are harmful. Many scholars hold the view that gender stereotypic beliefs can undermine students’ math performance. A recent intervention study published in Learning and Instruction strategically combined the reinforcement of gender-equal beliefs with the inculcation of growth mindsets and found promising effects of this joint intervention. Läs vidare/Read more [Best Evidence in Brief

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ALM Virtual Seminar, 25th February

The sixth virtual seminar “We also think and solve problems”: Mathematical conversations with immigrant adults will take place on Thursday 25th February 2021 at 19:00 UTC. Use this time zone converter for your local time. Speaker: Marta Civil (USA) You can book a place for a seminar and check your local time at this page. https://alm-online.net/alm-2020-virtual-seminar-series/

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What great teachers do differently: nineteen things that matter most

Effective educators know that the act of teaching involves careful consideration of what propels student learning and what can deter it. The classroom represents a positive learning context built through intentional educator decisions and moves to satisfy the students’, the school’s, and society’s purposes (Norris, 2008). The third edition of What Great Teachers Do Differently:

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Effective programs in elementary mathematics: A meta-analysis

This article reviews research on the achievement outcomes of elementary mathematics programs; 87 rigorous experimental studies evaluated 66 programs in grades K–5. Programs were organized in six categories. Particularly positive outcomes were found for tutoring programs (effect size [ES] = +0.20, k = 22). Positive outcomes were also seen in studies focused on professional development

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