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Developers can enhance their products by integrating customizable rubric features that allow educators to align criteria with specific learning objectives and standards, promoting personalized learning experiences.
Matang, R. A., & Owens, K. (2014). The role of indigenous traditional counting systems in children's development of numerical cognition: Results from a study in Papua New Guinea. Mathematics Education Research Journal, 26, 531-553.
Products can also enable educators to provide timely feedback and guidance during guided inquiry, such as providing learners with explanations, clarifications, hints or nudges, as well as correcting misconceptions that the learner may demonstrate.
Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions. The British Journal of Educational Psychology, 78(2), 181-203.
Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310-321.
Ekstrom, R. B., French, J. W., Harman, H., & Dermen, D. (1976). Manual for kit of factor-referenced cognitive tests. Princeton NJ Educational Testing Service, 102(41), 117.
Christoffels, I. K., Haan, A. M. De, & Colzato, L. S. (2015). Two is better than one: Bilingual education promotes the flexible mind. Psychological Research, 79, 371–379.
Christoffels, I. K., Haan, A. M. De, & Colzato, L. S. (2015). Two is better than one: Bilingual education promotes the flexible mind. Psychological Research, 79, 371–379.
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