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The use of the graphic calculator during collaborative work in secondary vocational education. (Het gebruik van de grafische rekenmachine tijdens samenwerkend leren in het middelbaar beroepsonderwijs.) (Dutch)
Tijdschr. Didact. $β$-Wet. 21, No. 2, 93-105 (2004).
Classification: U77 U27 D47 C67 C57
1
Goal orientation, perceived task outcome and task demands in mathematics tasks: effects on students’ attitude in actual task settings. (English)
Br. J. Educ. Psychol. 72, No. 3, 365-384 (2002).
Classification: D52
2
Instruction to use a graphic calculator to solve problems in a context of secondary vocational education. (English)
van denHeuvel-Panhuizen, Marja, Proceedings of the 25th conference of the international Group for the Psychology of Mathematics Education. Vol. 1. , (ISBN 90-74684-16-5). 315 (2001).
Classification: U77
3
Gender differences in cognitive and affective variables during two types of mathematics tasks. (English)
Pehkonen, Erkki, 21. conference of the International Group for the Psychology of Mathematics Education. ,. 262-269 (1997).
Classification: C63
4
Gender-related differences in self-referenced cognitions in relation to mathematics. (English)
J. Res. Math. Educ. 27, No. 2, 215-240 (1996).
Classification: C43
5
Solving math problems: where and why does the solution process go astray? (English)
Educ. Stud. Math. 28, No. 3, 241-262 (1995).
Classification: C73
6
Task Motivation and Mathematics Achievement in Actual Task Situations. (English)
Learn. Instr. 3, No. 2, 133-50 (1993).
Classification: C23
7
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