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  1. Problem‐Based Instruction in Mathematics and its Impact on the Cognitive Results of the Students and on Affective‐Motivational Aspects.Mara Cotič & Milena Valenčič Zuljan - 2009 - Educational Studies 35 (3):297-310.
    International studies on the knowledge of mathematics at the generalist‐class teaching level have indicated that Slovene students are quite skilled at computations, but have difficulties solving mathematical problems. This finding stimulated us to create a problem‐based instruction model. We wanted to find out whether the students in the experimental group, who received problem‐based instruction, would display greater ability in solving difficult mathematical problems compared to the group receiving conventional instruction. We were also interested in the students’ attitude towards mathematics. We (...)
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  • Should Assessment Reflect Only Pupils' Knowledge?Mojca Peček, Milena Valenčič Zuljan, Ivan Čuk & Irena Lesar - 2008 - Educational Studies 34 (2):73-82.
    In order to realise increasingly complex objectives of compulsory education, it is necessary to have in place appropriate teaching concepts as well as assessment and testing guidelines. The question, however, is what should be assessed: levels of acquired knowledge, skills or attitudes? Should assessment be only a measure of the educational process outcomes, or should it also measure the process of knowledge acquisition itself? How should assessment be carried out in order to respect the principle of fairness and justice? In (...)
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  • Teachers’ Views of Curriculum Policy: The Case of Estonia.Maria Erss, Rain Mikser, Erika Löfström, Aino Ugaste, Vadim Rõuk & Juta Jaani - 2014 - British Journal of Educational Studies 62 (4):393-411.