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Result 1 to 12 of 12 total

The power of emotions: can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics? (English)
Learn. Instr. 44, 117-127 (2016).
Classification: C23 C33 D53
1
Effects of prompting multiple solutions for modelling problems on students’ performance. (English)
Educ. Stud. Math. 89, No. 3, 393-417 (2015).
Classification: D53 M13
2
Written feedback in mathematics: mediated by students’ perception, moderated by goal orientation. (English)
Learn. Instr. 27, 63-73 (2013).
Classification: D43 D63
3
Activating positive affective experiences in the classroom: “nice to have" or something more? (English)
Learn. Instr. 21, No. 3, 452-466 (2011).
Classification: C23 C73
4
Feedback focusing on mathematical competencies: Developing and empirical testing of task-based feedback referring to students’ solution processes. (Kompetenzorientiertes Feedback im Mathematikunterricht: Entwicklung und empirische Erprobung prozessbezogener, aufgabenbasierter Rückmeldesituationen.) (German. English summary)
Empir. Pädagog. 24, No. 4, 404-432 (2010).
Classification: D60 C40 D20
5
Structure of learning content, cognitive activity and achievement development in mathematics instruction. (Strukturierung, kognitive Aktivität und Leistungsentwicklung im Mathematikunterricht.) (German. English summary)
Unterrichtswissenschaft 38, No. 3, 229-246 (2010).
Classification: C33 C43 C73
6
Quality of geometry instruction and its short-term impact on students’ understanding of the Pythagorean theorem. (English)
Learn. Instr. 19, No. 6, 527-537 (2009).
Classification: G43 C33 C73
7
Teaching patterns and learning quality in Swiss and German mathematics lessons. (English)
Learn. Instr. 19, No. 1, 66-78 (2009).
Classification: C70 D40 G40
8
The importance of perceived support of motivation-relevant needs and of everyday-life related mathematics teaching for intrinsic motivation. (Die Bedeutung der wahrgenommenen Unterstützung motivationsrelevanter Bedürfnisse und des Alltagsbezugs im Mathematikunterricht für die selbstbestimmte Motivation.) (German)
Z. Päd. Psychol. 22, No. 1, 25-35 (2008).
Classification: C73 C63 C23
9
Empirische Unterrichtsforschung und Fachdidaktik. (Empirical classroom research and special didactics.) (German)
Z. Päd. 54, No. 2, 222-237 (2008).
Classification: C70 C10
10
Student presentation in the classroom. (Gleicher Unterricht - gleiche Chancen für alle? Die Verteilung von Schülerbeiträgen im Klassenunterricht.) (German)
Unterrichtswissenschaft 35, No. 2, 125-147 (2007).
Classification: C73 C43 C53
11
Motivation support in the mathematics classroom. (Motivationsunterstützung im Mathematikunterricht.) (German)
Z. Päd. 52, No. 6, 822-843 (2006).
Classification: C70 C20
12
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