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Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations. (English)
Instr. Sci. 44, No. 3, 221-242 (2016).
Classification: C30 E50
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Knowing what students know. Which factors influence teachers’ estimation of task difficulty? (Wissen, was Schülerinnen und Schülern schwer fällt. Welche Faktoren beeinflussen die Schwierigkeitseinschätzung von Mathematikaufgaben?) (German. English summary)
J. Math.-Didakt. 36, No. 1, 45-76 (2015).
Classification: D73 D39 C39 D53 I23
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Activation of learning strategies in writing learning journals. The specificity of prompts matters. (English)
Z. Päd. Psychol. 23, No. 2, 95-104 (2009).
Classification: C33 D43
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Learning strategies in the act of writing. New suggestions for dealing with the learning diary. (Lernstrategien beim Schreiben. Neue Anregungen für den Umgang mit dem Lerntagebuch.) (German)
Math. Lehren, No. 156, 16-21 (2009).
Classification: C50 E40 Reviewer: Renate Stürmer (Zweibrücken)
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