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Intercultural understanding in primary and secondary schools. What facilitates or impedes intercultural understanding in children, adolescents and schools? How can this be addressed? How can we know what makes a difference? This project answers these questions at the individual, school and national level using a novel cultural systems approach and methodological and technological innovations.
Processing mathematics tasks: the nature and role of visual and non-visual reasoning in digital and non-digital environments. Within the next four years, it is likely that the National Assessment Plan for Literacy and Numeracy (NAPLAN) will be administered in a digital mode. This project identifies differences between the delivery of mathematics assessment in pencil-and-paper and computer-based modes. Primary students' mathematics reasoning is compared across these modes and to cohorts from Sing ....Processing mathematics tasks: the nature and role of visual and non-visual reasoning in digital and non-digital environments. Within the next four years, it is likely that the National Assessment Plan for Literacy and Numeracy (NAPLAN) will be administered in a digital mode. This project identifies differences between the delivery of mathematics assessment in pencil-and-paper and computer-based modes. Primary students' mathematics reasoning is compared across these modes and to cohorts from Singapore.Read moreRead less
Processing dynamic graphics: Visuospatial reasoning in mathematics. Increasingly, mathematics competence will be measured in digital and dynamic contexts. Students who possess high visuospatial reasoning are expected to become even better equipped to succeed in science, technology, engineering and mathematics (STEM) related disciplines as technological advances shape how we interpret and decode information. This project explores those aspects of visuospatial reasoning critical for success when s ....Processing dynamic graphics: Visuospatial reasoning in mathematics. Increasingly, mathematics competence will be measured in digital and dynamic contexts. Students who possess high visuospatial reasoning are expected to become even better equipped to succeed in science, technology, engineering and mathematics (STEM) related disciplines as technological advances shape how we interpret and decode information. This project explores those aspects of visuospatial reasoning critical for success when students encounter dynamic mathematics tasks, and attempts to determine whether different forms of visuospatial reasoning are required to decode static and dynamic information. The project aims to better understand how students process mathematics tasks, so the inevitable move toward digital assessment can be managed effectively to promote assessment for learning.Read moreRead less