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ERIC Number: EJ587087
Record Type: Journal
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0013-1911
Paradigmatic Conflicts in Informal Mathematics Assessment as Sources of Social Inequity.
Watson, Anne
Educational Review, v51 n2 p105-15 Jun 1999
Interviews with 30 British primary and secondary teachers about informal math-assessment practices revealed differences in perceptions of how students can change, teaching practices, learning styles, desired outcomes, and views of math. These differences can lead to inequities in the way students are treated in educational systems. (SK)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom