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Result 81 to 100 of 753 total

Epistemological conditions of the study of algebra and functions by grade 10 students in France. (Conditions epistemologiques de l’etude des fonctions et de l’algebre par les eleves de seconde, en France.) (French. English summary, Spanish summary)
Rech. Didact. Math. 34, No. 2-3, 201-238 (2014).
Classification: I23 C23 C33
81
Cartoons in middle school classrooms. (English)
Math. Teach. Middle Sch. 20, No. 5, 304-307 (2014).
Classification: D43 D53 C23
82
Enhancing the development of Chinese fifth-graders’ problem-posing and problem-solving abilities, beliefs, and attitudes: a design experiment. (English)
Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From research to effective practice. New York, NY: Springer (ISBN 978-1-4614-6257-6/hbk; 978-1-4614-6258-3/ebook). Research in Mathematics Education, 309-329 (2014).
Classification: D53 C23 C43
83
Students’ perception of instrumental support and effort in mathematics: the mediating role of subjective task values. (English)
Soc. Psychol. Educ. 17, No. 3, 527-540 (2014).
Classification: C23 C33 C73 D43 C43
84
The value of mathematics in the classroom: the importance of a relevance-oriented learning environment for students’ value beliefs. (Der Wert der Mathematik im Klassenzimmer ‒ die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler.) (German. English summary)
Z. Erziehungswiss. 17, No. 2, 225-255 (2014).
Classification: C23 D33
85
Investigation of the big-fish-little-pond effect on students’ self-concept of learning mathematics and science in Taiwan: results from TIMSS 2011. (English)
Asia-Pac. Educ. Res. 23, No. 3, 769-778 (2014).
Classification: C22 C23 C32 C33
86
Do multiple solutions matter? Prompting multiple solutions, interest, competence, and autonomy. (English)
J. Res. Math. Educ. 45, No. 4, 497-533 (2014).
Classification: D53 M13 C23
87
Views of struggling students on instruction incorporating multiple strategies in Algebra I: an exploratory study. (English)
J. Res. Math. Educ. 45, No. 1, 6-18 (2014).
Classification: C23 H33 F53 I23 D53 C33
88
Reconstruction of one mathematical invention: focus on structures of attention. (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). 377-384 (2014).
Classification: D53 C23
89
Gender and age differences in awareness and endorsement of gender stereotypes about academic abilities. (English)
Eur. J. Psychol. Educ. 29, No. 4, 603-618 (2014).
Classification: C62 C63 C22 C23
90
Exploring young students creativity: the effect of model eliciting activities. (English. Spanish summary)
PNA 8, No. 2, 51-59, electronic only (2014).
Classification: C43 M13 C33 C23
91
Exploring ‘what Japanese students find important in mathematics learning’ based on the third wave project. (English)
Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 169-176 (2014).
Classification: C23
92
Are interest and enjoyment important for students’ performance? (English)
Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 129-136 (2014).
Classification: C23 C33
93
The incidence of disaffection with school mathematics. (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). 121-128 (2014).
Classification: C23 C43
94
Learning using smartphone applications, discussion-based learning of mathematics. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 53, No. 2, 239-261 (2014).
Classification: C23 D33 U73 C53
95
Comparison of perception differences about stereotypes of a mathematician between mathematically gifted and non-gifted students in elementary school. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 17, No. 1, 17-40 (2014).
Classification: C23
96
Using productive disposition to differentiate between students’ level of precision when critiquing a peer’s work. (English)
Sch. Sci. Math. 114, No. 7, 339-348 (2014).
Classification: C23 C33 D63
97
Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). (English)
Sch. Sci. Math. 114, No. 6, 271-279 (2014).
Classification: C22 C23
98
Achievement goals, academic self-concept, and school grades in mathematics: longitudinal reciprocal relations in above average ability secondary school students. (English)
Contemp. Educ. Psychol. 39, No. 4, 301-313 (2014).
Classification: C23 C33
99
Stability and change in adolescents’ task-specific achievement goals and implications for learning mathematics with intelligent tutors. (English)
Comput. Hum. Behav. 37, 73-80 (2014).
Classification: C23 U53 C33 G43 G63
100

Result 81 to 100 of 753 total

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