Result **1** to **20** of **45** total

Students’ motivation in the mathematics classroom. Revealing causes and consequences. (English)

Int. J. Sci. Math. Educ. 13, Suppl. 2, 385-411 (2015).

1

Developments in mathematics teachers’ efficacy beliefs. (English)

Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 95-117 (2015).

2

Teachers’ beliefs and knowledge related to the Cyprus mathematics curriculum reform. (English)

Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 1399-1408 (2013).

3

Levels of students’ “conception” of fractions. (English)

Educ. Stud. Math. 79, No. 1, 61-83 (2012).

4

Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry. (English)

Educ. Stud. Math. 75, No. 1, 1-21 (2010).

5

Beginning teachers’ concerns regarding the adoption of new mathematics curriculum materials. (English)

Remillard, Janine T. (ed.) et al., Mathematics teachers at work. Connecting curriculum materials and classroom instruction. London: Routledge (ISBN 978-0-415-99010-3/hbk; 978-0-415-89936-9/pbk; 978-0-203-88464-5/ebook). Studies in Mathematical Thinking and Learning Series, 223-244 (2009).

6

Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: Insights from evaluating a teacher education program. (English)

Educ. Stud. Math. 71, No. 2, 161-180 (2009).

7

Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. (English)

Educ. Stud. Math. 67, No. 2, 125-142 (2008).

8

CERME 5. Proceedings of the fifth congress of the European Society for Research in Mathematics Education, Larnaca, Cyprus, February 22‒26, 2007. (English)

(ISBN 978-9963-671-25-0). xxii, 2473~p. (2007).

9

Preservice teachers’ knowledge of proof by mathematical induction. (English)

J. Math. Teach. Educ. 10, No. 3, 145-166 (2007).

10

Students’ motivation and achievement and teachers’ practices in the classroom. (English)

Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 4, 57-64 (2007).

11

Efficacy beliefs, problem posing, and mathematics achievement. (English)

Focus Learn. Probl. Math. 29, No. 4, 48-70 (2007).

12

Primary students’ reasoning in problem solving and teachers’ evaluation of their arguments. (English)

Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 4, 177-184 (2006).

13

Measuring and relating primary students’ motives, goals and performance in mathematics. (English)

Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 4, 321-328 (2006).

14

Teachers’ beliefs about students’ development of the pre-algebraic concept of equation. (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part II, 41-48 (2005).

15

Prospective teachers’ understanding of proof: What if the truth set of an open sentence is broader than that covered by the proof? (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part IV, 241-248 (2005).

16

Students’ motivational beliefs, self-regulation strategies and mathematics achievement. (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part III, 321-328 (2005).

17

Motivational beliefs, self-regulated learning and mathematical problem solving. (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part III, 297-304 (2005).

18

Disentangling mentors’ role in the development of prospective teachers’ efficacy beliefs in teaching mathematics. (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part IV, 73-80 (2005).

19

The functions of pictures in problem solving. (English)

Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international conference of the International Group for the Psychology of Mathematics Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen University College. Part II, 327-334 (2004).

20

Result **1** to **20** of **45** total