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Thesis

Developing a ‘mastery’ approach to written feedback in mathematics

Abstract:

The NCETM identified three areas which were deemed of particular significance in providing a mastery curriculum- developing deep knowledge, consolidating particular skills and ensuring rapid interventions take place in order to address misconceptions in a timely manner. The focus of this dissertation was to research the capacity a form of written feedback (mastery marking) had in providing one of these three areas depending on the child's progress towards achieving a lesson's learning obje...

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Division:
SSD
Role:
Author
Type of award:
MSc
Level of award:
Masters
Awarding institution:
University of Oxford
Keywords:
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UUID:
uuid:0a3b4795-3856-4541-87ac-00ceb5fd16f6
Deposit date:
2017-02-23

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