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International trends in post-primary mathematics education: perspectives on learning, teaching and assessment

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dc.contributor.author Conway, Paul F.
dc.contributor.author Sloane, Finbarr C
dc.date.accessioned 2016-04-06T09:45:10Z
dc.date.available 2016-04-06T09:45:10Z
dc.date.issued 2005
dc.identifier.uri http://hdl.handle.net/10344/5002
dc.description peer-reviewed en_US
dc.description.abstract In the context of the review by the National Council for Curriculum and Assessment (NCCA) of mathematics education at post-primary level in Ireland, this study focuses on a number of key international trends in mathematics education.While it is cognisant of developments in Ireland, it does not focus on Irish developments per se. However, in the final chapter we note potential areas of overlap, areas where there are significant divergences and possible lines of development in mathematics education at post-primary level in Ireland. en_US
dc.language.iso eng en_US
dc.publisher National Council for Curriculum and Assessment (NCCA) en_US
dc.relation.ispartofseries International trends in post-primary mathematics education: perspectives on learning, teaching and assessment;Research Report No 5
dc.relation.uri http://www.ncca.ie/en/
dc.subject post-primary mathematics en_US
dc.subject education en_US
dc.subject trends en_US
dc.title International trends in post-primary mathematics education: perspectives on learning, teaching and assessment en_US
dc.type info:eu-repo/semantics/report en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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