From 08c36b24868fbd22eaf18c950411b6353aec8926 Mon Sep 17 00:00:00 2001 From: hayden-MB Date: Thu, 25 Jul 2024 09:41:02 +0100 Subject: [PATCH] adding disclaimer boilerplate to all authomath pages --- website_files/Projects/AuthOMath/ActivatingFeedback.md | 9 +++++++++ .../Projects/AuthOMath/Example-generation-research.md | 7 +++++++ website_files/Projects/AuthOMath/Fractions-part-whole.md | 7 +++++++ website_files/Projects/AuthOMath/Random-generation.md | 7 +++++++ .../Projects/AuthOMath/Sample-factor-quadratic.md | 6 ++++++ .../Projects/AuthOMath/Sample-linear-algebra.md | 7 ++++++- .../Projects/AuthOMath/Sample-linear-equations.md | 6 ++++++ website_files/Projects/AuthOMath/Tangram-task.md | 7 +++++++ 8 files changed, 55 insertions(+), 1 deletion(-) diff --git a/website_files/Projects/AuthOMath/ActivatingFeedback.md b/website_files/Projects/AuthOMath/ActivatingFeedback.md index bc473f16..d1b6da1c 100644 --- a/website_files/Projects/AuthOMath/ActivatingFeedback.md +++ b/website_files/Projects/AuthOMath/ActivatingFeedback.md @@ -39,3 +39,12 @@ Here, GeoGebra provides an interactive applet in both STACK's task and feedback Third Feedback Step
Figure: The third feedback step in an answered AuthOMath task
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AuthOMath Logo, EU flag, Co-founded by the European Union
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The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
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+ + + diff --git a/website_files/Projects/AuthOMath/Example-generation-research.md b/website_files/Projects/AuthOMath/Example-generation-research.md index 8376be12..78aaf1ed 100644 --- a/website_files/Projects/AuthOMath/Example-generation-research.md +++ b/website_files/Projects/AuthOMath/Example-generation-research.md @@ -38,3 +38,10 @@ There is great potential for further work to develop tasks (and sequences of tas Kinnear, G., Jones, I., Sangwin, C., Alarfaj, M., Davies, B., Fearn, S., Foster, C., Heck, A., Henderson, K., Hunt, T., Iannone, P., Kontorovich, I., Larson, N., Lowe, T., Meyer, J. C., O’Shea, A., Rowlett, P., Sikurajapathi, I., & Wong, T. (2022). A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics. International Journal of Research in Undergraduate Mathematics Education. [https://doi.org/10.1007/s40753-022-00189-6](https://doi.org/10.1007/s40753-022-00189-6) Kinnear, G., Iannone, P., & Davies, B. (2023). Insights about functions from example-generation tasks: combining e-assessment and written responses. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 2399–2406). Alfréd Rényi Institute of Mathematics and ERME. + + +
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AuthOMath Logo, EU flag, Co-founded by the European Union
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The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
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+ \ No newline at end of file diff --git a/website_files/Projects/AuthOMath/Fractions-part-whole.md b/website_files/Projects/AuthOMath/Fractions-part-whole.md index 73e6a9a2..042a9a5d 100755 --- a/website_files/Projects/AuthOMath/Fractions-part-whole.md +++ b/website_files/Projects/AuthOMath/Fractions-part-whole.md @@ -27,3 +27,10 @@ The programme also identifies if an equivalent fraction is entered; the feedback An incorrect response, with feedback
Figure: Illustrating feedback to an incorrect response.
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AuthOMath Logo, EU flag, Co-founded by the European Union
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The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
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+ \ No newline at end of file diff --git a/website_files/Projects/AuthOMath/Random-generation.md b/website_files/Projects/AuthOMath/Random-generation.md index fe1ea91b..e856c656 100755 --- a/website_files/Projects/AuthOMath/Random-generation.md +++ b/website_files/Projects/AuthOMath/Random-generation.md @@ -39,3 +39,10 @@ Let's look at the background of the question and how to deal with the randomisat The variable \(rd\) defines the denominator of the slope. We pick the denominator to be an even number, in this case a power of \(2\). We could also predefine a list of even numbers and randomly pick from the list. The variable \(rn\) defines the numerator of the slope. For the numerator we pick the values from a predefined list and these values are all odd numbers. We define the slope as \(\dfrac{rn}{rd}\) and in our case all the slopes will be fractions. + + +
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AuthOMath Logo, EU flag, Co-founded by the European Union
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The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
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+ \ No newline at end of file diff --git a/website_files/Projects/AuthOMath/Sample-factor-quadratic.md b/website_files/Projects/AuthOMath/Sample-factor-quadratic.md index c94fb66b..d9d498e1 100644 --- a/website_files/Projects/AuthOMath/Sample-factor-quadratic.md +++ b/website_files/Projects/AuthOMath/Sample-factor-quadratic.md @@ -44,3 +44,9 @@ Again, if students write a wrong answer, they get feedback with a GeoGebra apple This feedback allows the students to interact with a geometric polynomial representation. At the same time, they can find out a strategy to find a factorized expression. In this way, the geometry and the algebra reinforce each other. + +
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AuthOMath Logo, EU flag, Co-founded by the European Union
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The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
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+ \ No newline at end of file diff --git a/website_files/Projects/AuthOMath/Sample-linear-algebra.md b/website_files/Projects/AuthOMath/Sample-linear-algebra.md index 1d84088c..12d03081 100644 --- a/website_files/Projects/AuthOMath/Sample-linear-algebra.md +++ b/website_files/Projects/AuthOMath/Sample-linear-algebra.md @@ -28,4 +28,9 @@ In the second figure a student has attempted to illustrate the positions of the GeoGebra is used to provide a visual representation of the vectors. In principal this problem could be extended to a wider range of 2D transformations, and other situations where students can demonstrate their understanding of linear algebra by positioning vectors. - + +
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AuthOMath Logo, EU flag, Co-founded by the European Union
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The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
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+ \ No newline at end of file diff --git a/website_files/Projects/AuthOMath/Sample-linear-equations.md b/website_files/Projects/AuthOMath/Sample-linear-equations.md index 225584ac..23e90747 100644 --- a/website_files/Projects/AuthOMath/Sample-linear-equations.md +++ b/website_files/Projects/AuthOMath/Sample-linear-equations.md @@ -37,3 +37,9 @@ These formative hints can be delivered in many ways. Some students are more rece This is a useful way to distinguish the characteristics of the different feedbacks and determining which are more helpful and effective in fostering mathematical abilities and learning. + +
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AuthOMath Logo, EU flag, Co-founded by the European Union
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The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
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+ \ No newline at end of file diff --git a/website_files/Projects/AuthOMath/Tangram-task.md b/website_files/Projects/AuthOMath/Tangram-task.md index 35f549ec..77b31900 100755 --- a/website_files/Projects/AuthOMath/Tangram-task.md +++ b/website_files/Projects/AuthOMath/Tangram-task.md @@ -33,3 +33,10 @@ hand with didactical notions. Using Tangram pieces, with feedback
Figure: Measuring areas with Tangram pieces.
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AuthOMath Logo, EU flag, Co-founded by the European Union
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The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
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