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Result 21 to 40 of 753 total

Mathematics confidence, interest, and performance: examining gender patterns and reciprocal relations. (English)
Learn. Individ. Differ. 47, 182-193 (2016).
Classification: C62 C63 C22 C23 C32 C33
21
Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France. (English)
Contemp. Educ. Psychol. 44-45, 41-53 (2016).
Classification: C23 C33
22
When perfectionism is coupled with low achievement: the effects on academic engagement and help seeking in middle school. (English)
Learn. Individ. Differ. 45, 237-244 (2016).
Classification: C23 C43 C33
23
Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment. (English)
Learn. Individ. Differ. 45, 166-175 (2016).
Classification: C23 C43 C63
24
Mindset and standardized testing over time. (English)
Learn. Individ. Differ. 45, 208-213 (2016).
Classification: C22 C23 C32 C33
25
Designing mathematics classes to promote equity and engagement. (English)
J. Math. Behav. 41, 172-178 (2016).
Classification: A60 C73 C63 C23 D43
26
Intraindividual relations between achievement goals and discrete achievement emotions: an experience sampling approach. (English)
Learn. Instr. 41, 115-125 (2016).
Classification: C33 C23
27
Mathematics, affect and learning. Middle school students’ beliefs and attitudes about mathematics education. (English)
Singapore: Springer (ISBN 978-981-287-678-2/hbk; 978-981-287-679-9/ebook). xviii, 135~p. (2016).
Classification: C23
28
Challenge: always a good thing? (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 7-12 (2015).
Classification: D43 D53 H23 C23
29
Incorporating effective e-learning principles to improve student engagement in middle-school mathematics. (English)
Int. J. STEM Educ. 2, No. 1, Paper No. 15, 14 p., electronic only (2015).
Classification: D43 U53 U73 C23
30
Interaction. First results of a comparative video study in language arts and mathematics instruction. (Interaction. Erste Ergebnisse einer vergleichenden Videostudie im Deutsch- und Mathematikunterricht.) (German. English summary)
Z. Päd. 61, No. 5, 692-711 (2015).
Classification: C73 C63 C23
31
An investigation of boys’ and girls’ emotional experience of math, their math performance, and the relation between these variables. (English)
Eur. J. Psychol. Educ. 30, No. 4, 421-435 (2015).
Classification: C23 C22 C33 C32 C63 C62
32
A study on the understanding of limitations of experiential viewpoints for 9th grade students. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 54, No. 1, 13-30 (2015).
Classification: C23 D43
33
Perceived classroom-management and female and male students’ interest in mathematics. (Wahrgenommene Unterrichtsgestaltung und Interesse im Fach Mathematik von Schülerinnen und Schülern.) (German. English summary)
Unterrichtswissenschaft 43, No. 1, 67-82 (2015).
Classification: C23 C73 C63
34
Discursive positionings and emotions in modelling activities. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 8, 1149-1164 (2015).
Classification: C23 M13
35
Evaluating game-based learning environments for enhancing motivation in mathematics. (English)
Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 209-230 (2015).
Classification: U73 C33 C23 A23 R83
36
Number navigation game (NNG): experience and motivational effects. (English)
Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 171-189 (2015).
Classification: U73 F33 C23 C33 A23 R83
37
Curiosity, annoyance or fear. What students move to take a good look at their errors. (Neugier, Ärger oder Angst. Was Schüler bewegt, sich mit ihren Fehlern auseinanderzusetzen.) (German)
Math. Lehren 32, No. 191, 41-45 (2015).
Classification: C23 D73 Reviewer: Renate Stürmer (Zweibrücken)
38
Mathematical modelling of a social problem in Japan: the income and expenditure of an electric power company. (English)
Stillman, Gloria Ann (ed.) et al., Mathematical modelling in education research and practice. Cultural, social and cognitive influences. Cham: Springer (ISBN 978-3-319-18271-1/hbk; 978-3-319-18272-8/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 251-261 (2015).
Classification: M43 D33 C23
39
Self-control engaged in algebra: analyses of students’ productions and a clarification on their conceptualization in problem solving. (Le contrôle exercé en algèbre: conceptualisation et analyses en résolution de problèmes.) (French. English summary)
Ann. Didact. Sci. Cogn. 20, 61-100 (2015).
Classification: D53 C23 C43 H23 H33
40

Result 21 to 40 of 753 total

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