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Result 41 to 60 of 1452 total

Mathematics education and the affective domain. (English)
Makar, Katie (ed.) et al., Research in mathematics education in Australasia 2012‒2015. Singapore: Springer (ISBN 978-981-10-1417-8/pbk; 978-981-10-1419-2/ebook). 73-96 (2016).
Classification: D20 C20 C60
41
Identity research in mathematics education. (English)
Educ. Stud. Math. 93, No. 1, 19-33 (2016).
Classification: D20 C20
42
Erratum to: “When errors count: an EEG study on numerical error monitoring under performance pressure”. (English)
ZDM, Math. Educ. 48, No. 3, 365 (2016).
Classification: C80 F30 D70 C30 C20
43
When errors count: an EEG study on numerical error monitoring under performance pressure. (English)
ZDM, Math. Educ. 48, No. 3, 351-363 (2016); erratum ibid. 48, No. 3, 365 (2016).
Classification: C80 F30 D70 C30 C20
44
The interplay of students’ and parents’ responsibility judgements in the school context and their associations with student motivation and achievement. (English)
Int. J. Educ. Res. 76, 34-49 (2016).
Classification: C30 C20 C60
45
A comparative study of Finland and Chile: the culture-dependent significance of the individual and interindividual levels of the mathematics-related affect. (English)
Int. J. Sci. Math. Educ. 14, No. 6, 1093-1111 (2016).
Classification: C20 C60
46
Measuring elementary student’s mathematics motivation: a validity study. (English)
Int. J. Sci. Math. Educ. 14, No. 5, 945-958 (2016).
Classification: C20 C60
47
‘I hate maths: why do we need to do maths?’ Using iPad video diaries to investigate attitudes and emotions towards mathematics in year 3 and year 6 students. (English)
Int. J. Sci. Math. Educ. 14, No. 5, 925-944 (2016).
Classification: C20 U80 U70
48
What primary students in the Chinese Mainland, Hong Kong and Taiwan value in mathematics learning: a comparative analysis. (English)
Int. J. Sci. Math. Educ. 14, No. 5, 907-924 (2016).
Classification: C20 C30 C60
49
Domain-specific beliefs of school calculus. (English. German summary)
J. Math.-Didakt. 37, Suppl. 1, S131-S161 (2016).
Classification: C20 I10
50
Maths anxiety in primary and secondary school students: gender differences, developmental changes and anxiety specificity. (English)
Learn. Individ. Differ. 48, 45-53 (2016).
Classification: C20 C60 C30
51
Beyond math anxiety: positive emotions predict mathematics achievement, self-regulation, and self-efficacy. (English)
Asia-Pac. Educ. Res. 25, No. 3, 415-422 (2016).
Classification: C20 C30
52
Pupils’ self-perceptions: the role of teachers’ judgment controlling for big-fish-little-pond effect. (English)
Eur. J. Psychol. Educ. 31, No. 3, 341-357 (2016).
Classification: C20 C30 C70
53
Instructors’ use of technology in post-secondary undergraduate mathematics teaching: a local study. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 2, 216-232 (2016).
Classification: U75 C20 D45
54
Stereotype manipulation effects on math and spatial test performance: a meta-analysis. (English)
Learn. Individ. Differ. 47, 103-116 (2016).
Classification: G20 C30 C60 C20
55
Engagement as an inherent aspect of the learning process. (English)
Learn. Instr. 43, 76-83 (2016).
Classification: D20 C20
56
Mean and distributional impact of single-sex high schools on students’ cognitive achievement, major choice, and test-taking behavior: evidence from a random assignment policy in Seoul, Korea. (English)
Econ. Educ. Rev. 52, 155-175 (2016).
Classification: C60 C30 C20 B20
57
Mathematics at the margins. (English)
SpringerBriefs in Education. Singapore: Springer (ISBN 978-981-10-0701-9/pbk; 978-981-10-0703-3/ebook). xiv, 120~p. (2016).
Classification: C30 C50 C60 C20
58
Relations between classroom goal structures and students’ goal orientations in mathematics classes: when is a mastery goal structure adaptive? (English)
Soc. Psychol. Educ. 19, No. 1, 135-150 (2016).
Classification: C20 C70 C30
59
“I plan to be a great mathematician": an NFL lineman shows he’s one of us. (English)
Notices Am. Math. Soc. 63, No. 2, 148-151 (2016).
Classification: C20 C60
60

Result 41 to 60 of 1452 total

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