LEADER 01048nam0-22003251i-450- 001 990001018860403321 010 $a3-540-11948-5 035 $a000101886 035 $aFED01000101886 035 $a(Aleph)000101886FED01 035 $a000101886 100 $a20000920d1982----km-y0itay50------ba 101 0 $aeng 200 1 $aEight International Conference on Numerical Methods in Fluid Dynamics$eProceedings of the Conference, Rheinisch-Westfalische Technische Hochschule Aachen, Germany, June 28-July 2, 1982$fEdited by Egon Krause 210 $aBerlin [etc.]$cSpringer-Verlag$d1982 225 1 $aLecture notes in physics$v170 610 0 $aLiquidi 610 0 $aGas 610 0 $aFluidi quantici 676 $a532 676 $a533 700 1$aKrause,$bEgon$09816 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990001018860403321 952 $a25-088.005$b12086$fFI1 959 $aFI1 996 $aEight International Conference on Numerical Methods in Fluid Dynamics$9355530 997 $aUNINA DB $aING01 LEADER 02692oam 2200457 450 001 9910820809103321 005 20230126220852.0 010 $a90-04-38176-7 024 7 $a10.1163/9789004381766 035 $a(CKB)4100000007595639 035 $a(MiAaPQ)EBC5652188 035 $a(nllekb)BRILL9789004381766 035 $a(EXLCZ)994100000007595639 100 $a20180724d2018 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAdults, mathematics, and work $efrom research into practice /$fby John J. Keogh, Theresa Maguire, and John O'Donoghue$b[electronic resource] 210 1$aLeiden ;$aBoston :$cBrill, Sense,$d[2018] 215 $a1 online resource (176 pages) 311 $a90-04-38175-9 320 $aIncludes bibliographical references. 327 $tFront Matter --$tCopyright page --$tDedication --$tContents --$tForeword /$rDiana Coben --$tAcknowledgements --$tList of Figures and Tables --$tIntroduction --$tAdults Using Mathematics in the Workplace --$tIdentifying and Measuring Mathematics Invisibility in the Workplace --$tBroadening the Scope --$tJob Shadowing --$tFrom Research into Practice --$tBack Matter --$tNational Survey of People at Work in Ireland --$tREFERENCES. 330 $aAdults use mathematics extensively in work even though they may deny it or dismiss their numerate behaviour as common sense. Their capacity for mathematics is invisible to them and confirms their ?non-maths person? self-perception, which has negative consequences for their life choices. In Adults, Mathematics and Work , the authors tackle and explain a number of paradoxes related to the curious relationship between adults and mathematics. It operationalises the benefits of workplace doctoral research by providing a set of the tools to review this mistaken self-perception in order to make workers? abilities available for development. It also provides a systematic way of uncovering and recognising informal and non-formal learning to support employability and re-employability in an increasingly fluid work-landscape. 606 $aMathematics$xSocial aspects 606 $aMathematics$xPsychological aspects 615 0$aMathematics$xSocial aspects. 615 0$aMathematics$xPsychological aspects. 676 $a510.19 700 $aKeogh$b John J.$4aut$01644538 702 $aMaguire$b Theresa$4aut 702 $aO'Donoghue$b John$f1946-$4aut 801 0$bNL-LeKB 801 1$bNL-LeKB 801 2$bNO-TrBIB 906 $aBOOK 912 $a9910820809103321 996 $aAdults, mathematics, and work$93990488 997 $aUNINA LEADER 02238oam 2200445 450 001 9910812316103321 005 20190911112725.0 010 $a1-936763-71-0 035 $a(OCoLC)971247113 035 $a(MiFhGG)GVRL7ZNE 035 $a(EXLCZ)993710000001022020 100 $a20161021h20172017 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDesigning effective assessments /$fJames H. Stronge, Leslie W. Grant, Xianxuan Xu 210 1$aBloomington, Indiana :$cSolution Tree Press,$d[2017] 210 4$d?2017 215 $a1 online resource (x, 142 pages) $cillustrations 225 0 $aGale eBooks 311 $a1-936763-70-2 320 $aIncludes bibliographical references and index. 327 $ach. 1. Enhancing the validity and reliability of assessments -- ch. 2. Measuring student attitudes, dispositions, and engagement using affective assessment -- ch. 3. Assessing student criterion-referenced learning using performance-based assessment -- ch. 4. Documenting student progress through portfolios -- ch. 5. Creating rubrics for student feedback -- ch. 6. Building practical grading practices -- ch. 7. Building valid and reliable grading practices -- ch. 8. Improving communication through standards-based grading -- ch. 9. Understanding and using standardized assessment data -- ch. 10. Teaching test-taking skills. 330 $aThis book presents ten key assessment design tools and clearly outlines how to incorporate each tool into daily classroom practices. With quality assessment processes in place, teachers at all grade levels can accurately measure student mastery and shape instruction to increase achievement. 606 $aEducational tests and measurements 606 $aStudents$xEvaluation 615 0$aEducational tests and measurements. 615 0$aStudents$xEvaluation. 676 $a371.26 700 $aStronge$b James H.$0861843 702 $aGrant$b Leslie W.$f1968- 702 $aXu$b Xianxuan 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910812316103321 996 $aDesigning effective assessments$93944856 997 $aUNINA