Learning Pathways within the Multiplicative Conceptual Field: Insights Reflected through a Rasch Measurement Framework: 24 (Empirische Studien zur Didaktik der Mathematik) - Tapa blanda

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Caroline Long has received her doctorate in Mathematics Education from the University of Cape Town in 2011 and is Senior Lecturer in the Faculty of Education at the University of Pretoria, where she is responsible for teaching mathematics education courses, and modules on assessment. She is also Deputy Director at the Centre for Evaluation and Assessment. Her primary research foci are mathematics education, professional development, teacher agency and assessment. Current work relies on collaboration with researchers at other South African institutions, and in Australia, Canada, England, Germany, India, the Netherlands, Scotland and the USA.