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| Autor/in | Chapline, Elaine Burns |
|---|---|
| Titel | Formative Evaluation in the Development of a Math Anxiety Reduction Program. |
| Quelle | (1981), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Class Activities; Curriculum Development; Feedback; Females; Formative Evaluation; Mathematics Anxiety; Mathematics Curriculum; Mathematics Materials; Program Development; Sex Differences; Sex Stereotypes |
| Abstract | The Teacher Education and Mathematics project, funded by the Women's Educational Equity Act, developed curriculum materials to increase mathematical knowledge and confidence, increase the perception of mathematics as a female domain, reduce math anxiety, and develop skills in identifying and counteracting sex bias in mathematics instruction. To develop effective materials, a formative evaluation was to document materials' use at each stage of development, to assess student responses to materials, to collect judgment of external experts, and to collect reactions and suggestions of instructors who used the materials. Evaluation issues explored in this paper are: reliance on observer descriptions and participant ratings, effects on students and instructional staff of intensive observations, effects on students of frequent requests for feedback and evaluative reactions, and the extent to which professionals can be expected to use materials as they have been developed. (Author/PN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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