Can Pre-entry Characteristics Account for the Ethnic Attainment Gap? An Analysis of a Flemish University

Research in Higher Education - Discussions about social justice imply discussions about higher education. After all, a whole set of literature has illustrated how ethnic minority students face all...     

Should assessment reflect only pupils’ knowledge?

In order to realise increasingly complex objectives of compulsory education, it is necessary to have in place appropriate teaching concepts as well as assessment and testing guidelines. The question, however, is what should be assessed: levels of acquired knowledge, skills or attitudes? Should assessment be only a measure of the educational process outcomes, or should it also measure the process of knowledge acquisition itself? How should assessment be carried out in order to respect the principle of fairness and justice? In this paper, we will present results of a research project in which we were interested to find out what teachers would assess if it were up to them to decide. Our survey was conducted on a representative sample of primary school teachers in Slovenia. In spite of clear regulations prescribing that teachers should only assess pupils’ progress in relation to the defined objectives and knowledge standards, teachers underlined the necessity to also consider other aspects of children’s development.     

Dynamics of GeoGebra ecosystem in mathematics education

Education and Information Technologies - The purpose of this study was to investigate the trends of GeoGebra related studies. We focused on the articles published between 2009 and 2021 and existed...     

The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students’ mathematics learning: a meta-analytic research

Education and Information Technologies - Given the increasing prevalence of web technology, web-based mathematics environments have been increasingly widely used in mathematics education for the...