Relationship between teachers' assessments of non-cognitive skills and cognitive skills in junior high school mathematics
Relationship between teachers' assessments of non-cognitive skills and cognitive skills in junior high school mathematics
The assessment of non-cognitive skills and the relationship between non-cognitive skills and cognitive skills have been studied using an interdisciplinary framework; however, this has not resulted in learning or teaching improvements. This study focused on teachers’ observational assessment of non-cognitive skills specific to junior high school mathematics. Questionnaire surveys were …