| Figures | ||
| 1.1 | The ExCEL model. | 3 |
| 1.2 | Co-creation process for PBL unit development. | 6 |
| 2.1 | Homeschool staircase framework. | 27 |
| 3.1 | Mr. Ali’s ground design. | 45 |
| 3.2 | The design for the ground. | 45 |
| 3.3 | Uraz’s plan. | 47 |
| 3.4 | Uraz’s strategy of checking the estimation. | 49 |
| 3.5 | Uraz’s proximal examples. | 49 |
| 3.6 | Uraz’s model and materials. | 50 |
| 3.7 | Ilgın’s plan. | 51 |
| 3.8 | Ilgın’s comparison with own the hand span. | 52 |
| 3.9 | Uraz’s plan for living activities area. | 53 |
| 3.10 | Ilgın’s drawings. | 53 |
| 3.11 | Values relationships. | 57 |
| 4.1 | Visible learning process. | 74 |
| 4.2 | Roadmap on the topic ‘The polynomial’ and its standard form. | 75 |
| 4.3 | Progress graph. | 76 |
| 4.4 | The level of knowledge of students at the summative assessment stage of the experiment (n = 24). | 77 |
| 4.5 | The students’ level of knowledge under the 1st type of feedback (n = 24). | 79 |
| 4.6 | Barometer of influence (homework feedback). | 80 |
| 4.7 | The students’ level of knowledge following the organization of the 2nd type of feedback (n = 24). | 80 |
| 4.8 | Barometer of influence (feedback at the stage of consolidation of knowledge). | 81 |
| 4.9 | The level of knowledge of students following the organization of the 3rd type of feedback (n = 24). | 82 |
| 4.10 | Barometer of influence (self-control). | 83 |
| 4.11 | The dynamics in the level of knowledge of students throughout the innovative teaching experience (n = 24). | 83 |
| 8.1 | Six critical dimensions of LA (from Greller & Drachsler, 2012). | 144 |
| 8.2 | Dashboard layout with four panels: (A) “Overview,” for general course information; (B) “Pattern Discovery,” for real time and retrospective pattern analysis; (C) “Details,” for individual students’ learning path analysis; and (D) legends and event selection (from Dourado et al., 2021, p. 485). | 146 |
| Network visualization of LA in learners of mathematics. | 149 | |
| 8.4 | Density visualization of LA in learners of mathematics. | 150 |
| 8.5 | Count of citations between 2015–2022. | 151 |
| 8.6 | Network visualization of the terms co-occurrences in most cited publications. | 152 |
| 9.1 | Inclusive Activity Maker Model (IAMM). | 173 |
| 10.1 | PVDP graph – School A. | 191 |
| 10.2 | PVDP graph – School B. | 191 |
| 13.1 | The logo for the role of mathematics in developing STEM literacy. | 251 |
| 13.2 | Vicky did the demonstrations with household materials during online lesson of how to make sense of mathematics in students’ daily-life experiences. | 262 |
| 13.3 | Student work: Alvin (top left), Bobby (top right), Catherine (bottom left), Daisy (bottom right). | 262 |
| Tables | ||
| 3.1 | Sample data analysis. | 46 |
| 4.1 | Characteristics of developmental feedback. | 68 |
| 4.2 | Conversion of tests scores to a five-point grading scale. | 70 |
| 4.3 | Characteristics of effective goal setting. | 71 |
| 4.4 | Teacher’s feedback scheme. | 75 |
| 4.5 | Self-assessment questionnaire on ‘Multiplying the difference of two expressions by their sum. | 76 |
| 4.6 | Distribution of topics and number of hours allocated for testing each type of feedback. | 78 |
| 6.1 | Questions inspired by the 8 ways pedagogy. | 112 |
| 7.1 | Teachers’ views on what they considered important to a great extent. | 125 |
| 7.2 | Teachers views on what they moderately agreed on. | 126 |
| 7.3 | Prioritization of aspects of creativity. | 131 |
| 8.1 | The most cited publications. | 153 |
| 9.1 | The multidisciplinary contributions. | 170 |
| 10.1 | PVAT raw score Translator. | 190 |
| 10.2 | The Place Value Developmental Progression (PVDP). | 190 |
| 12.1 | Sample distribution by country and gender (N = 3684). | 230 |
| 12.2 | CFA Fit indices for the 6-factor model by country. | 232 |
| 12.3 | Reliability coefficients and AVE for the 6-factor model. | 232 |
| 12.4 | Multiple-group CFA: Factorial invariance of the 6-factor model by country. | 233 |
| 12.5 | CFA fit indices for the 4-factor model by country. | 235 |
| Multiple Group CFA: Factorial invariance of the 4-factor model by country. | 236 | |
| 12.7 | Weights, standard errors and standardized weights of the 4-factor metric invariance. | 237 |
| 12.8 | One-way ANOVA and pairwise comparisons (Tukey HSD). | 238 |
In: Educating Gifted, Talented, Creative and Dissimilar Learners
Editor:
Tasos Barkatsas
Tasos Barkatsas
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