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Loto f

Округлой форме придают легкость изогнутые ребра из цельной дубовой древесины с отделкой брашированным светлым или черным дубом, серым или коричневым дубом и розовым деревом палисандр-сантос. Loto – это оригинальное и универсальное дополнение, которое выпускается в двух вариантах разного размера.

Техническая информация

Столешница (SM40T-SM40P):
цельная древесина

Столешница (SM80T):
шпонированная древесно-стружечная плита

Каркас:
цельная древесина

Отделка:
дуб, или розовое дерево сантос, или лаковое покрытие шеллачного типа

Ножки:
пластмасса

Small table Loto – Design by Antonio Citterio. Discover more about technical details, covers&finishes, where to buy.

Loto-questionnaires (pour l’evaluation et l’auto-controle en mathématiques)

Abstract

Although the concept of risk has affected measurement methods for a long time, it seems not to be used generally in the evaluation of mathematics learning. In this paper we present some consequences of its use, and a particular kind of questionnaire which we call a loto-questionnaire. This appears as a cartesian product I x C of a set I, the set of items, and of set C, the set of choices. The set of items is a representative sample of possible questions concerning a mathematical subject, and the set of choices is derived from the learning requisites, so that the pattern of the correct answers may be statistically significant. After a short theoretical analysis of the constraints surrounding such questions, we present some results arising from their use. We think that loto-questionnaires may be useful for self-evaluation, but so far we have not used them for that purpose.

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Bibliographie

Adda, J., ‘Difficultés liées à la présentation des questions mathématiques’, Educational Studies in Mathematics 8, Holland, 1977.

BloomB. S., HastingsJ. T. and MadausG. F., Handbook on Formative and Summative Evaluation of Student Learning, McGraw-Hill, New York, U.S.A., 1971.

GlaeserG., L’analyse et la synthèse, cours de D.E.A., Université Louis Pasteur, Strasbourg, France, 1977.

GuilfordJ. P., The Nature of Human Intelligence, McGraw Hill, New York, U.S.A., 1967.

LandsheereG.de, Evaluation continue et examens. Précis de docimoligie, Labour et F. Nathan, Bruxelles Paris, France, 1974.

Landsheere G. et V.de, Definir les objectifs de l’éducation, 2 e édition, P.U.F., Paris, France, 1975.

Pluvinage, F., ‘Difficulté des exercices scolaires en mathématique., Thèse, Université Louis Pasteur, Strasbourg, France, 1977.

Although the concept of risk has affected measurement methods for a long time, it seems not to be used generally in the evaluation of mathematics learning. ]]>