Result **1** to **20** of **30** total

A comparative analysis of the relationship between learning styles and mathematics performance. (English)

Int. J. STEM Educ. 1, No. 1, Paper No. 3, 13 p., electronic only (2014).

1

The effect of an intelligent tutor on math problem-solving of students with learning disabilities. (English)

Liljedahl, Peter (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 145-152 (2014).

2

Effects of early acceleration of students in mathematics on taking advanced mathematics coursework in high school. (English)

Investig. Math. Learn. 3, No. 1, 43-63 (2010).

3

Mathematics Coursework Regulates Growth in Mathematics Achievement. (English)

J. Res. Math. Educ. 38, No. 3, 230-257 (2007).

4

Early acceleration of students in mathematics: does it promote growth and stability of growth in achievement across mathematical areas? (English)

Contemp. Educ. Psychol. 30, No. 4, 439-460 (2005).

5

Growth in mathematics achievement: analysis with classification and regression trees. (English)

J. Educ. Res. 99, No. 2, 78-86 (2005).

6

Modeling change in student attitude toward and beliefs about mathematics. (English)

J. Educ. Res. 97, No. 1, 52-63 (2003).

7

Effects of early acceleration of students in mathematics on attitudes toward mathematics and mathematics anxiety. (English)

Teach. Coll. Rec. 105, No. 3, 438-464 (2003).

8

Predicting student growth in mathematical content knowledge. (English)

J. Educ. Res. 95, No. 5, 288-298 (2002).

9

Participation in advanced mathematics: do expectation and influence of students, peers, teachers, and parents matter? (English)

Contemp. Educ. Psychol. 26, No. 1, 132-146 (2001).

10

Longitudinal evaluation of mathematics participation in American middle and high schools. (English)

Atweh, Bill et al., Sociocultural research on mathematics education. Erlbaum, Mahwah, NJ (ISBN 0-8058-3725-6). 217-232 (2001).

11

A longitudinal assessment of antecedent course work in mathematics and subsequent mathematical attainment. (English)

J. Educ. Res. 94, No. 1, 16-28 (2000).

12

Does early acceleration of advanced students in mathematics pay off? An examination of mathematics participation in the senior grades. (English)

Focus Learn. Probl. Math. 22, No. 1, 68-79 (2000).

13

A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. (English)

J. Res. Math. Educ. 30, No. 5, 520-540 (1999).

14

Assessing the relationship between attitude toward mathematics and achievement in mathematics: a meta-analysis. (English)

J. Res. Math. Educ. 28, No. 1, 26-47 (1997).

15

Reciprocal relationships between attitude toward mathematics and achievement in mathematics. (English)

J. Educ. Res. 90, No. 4, 221-228 (1997).

16

The effects of cooperative homework on mathematics achievement of Chinese high school students. (English)

Educ. Stud. Math. 31, No. 4, 379-387 (1996).

17

Factor structures of attitudes toward mathematics among high, average, and low achieving high school senior students in the Dominican Republic. (English)

Focus Learn. Probl. Math. 17, No. 4, 20-41 (1995).

18

Gender differences in mathematics achievement between Canadian and Asian education systems. (English)

J. Educ. Res. 89, No. 2, 118-127 (1995).

19

A Longitudinal Analysis of Gender Differences in Affective Outcomes in Mathematics during Middle and High School. (English)

Sch. Eff. Sch. Improv. 14, No. 4, 413-39 (2003).

20

Result **1** to **20** of **30** total