dc.rights.license | CC-BY-NC-ND | |
dc.contributor.advisor | Doorman, L.M. | |
dc.contributor.author | Dijk, E.R. van | |
dc.date.accessioned | 2015-02-16T18:00:56Z | |
dc.date.available | 2015-02-16T18:00:56Z | |
dc.date.issued | 2015 | |
dc.identifier.uri | https://studenttheses.uu.nl/handle/20.500.12932/19385 | |
dc.description.abstract | Dutch mathematics education has made a shift towards higher order thinking skills. As a way of assessing these skills, the mathematics A-lympiad was created. In the course of the years, some schools would consistently perform better on this contest than others. I interviewed teachers from both high performing and low performing schools in an attempt to determine the factors that influence the performance of the students in the mathematics A-lympiad. The main differences were found in the amount of instruction about the ideas and goals of the mathematics A-lympiad and the stimulation of creative ideas. In the process, some difficulties that teachers experienced with the mathematics A-lympiad came to light. This included the role aesthetics plays in grading the essays of the mathematics A-lympiad, and how to grade the essays in general. Most of these difficulties are explainable and known, though difficult to resolve. | |
dc.description.sponsorship | Utrecht University | |
dc.format.extent | 681123 | |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.title | Influences on performance in higher order thinking skills
Comparison of schools participating in the mathematics A-lympiad | |
dc.type.content | Master Thesis | |
dc.rights.accessrights | Open Access | |
dc.subject.keywords | higher order thinking, problem solving, problem solving skills, mathematics education, mathematics A-lympaid, wiskunde Alympiade, teacher influence, school influence, grading, | |
dc.subject.courseuu | Science Education and Communication | |