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Result 41 to 60 of 2200 total

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
41
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
42
Mindset and standardized testing over time. (English)
Learn. Individ. Differ. 45, 208-213 (2016).
Classification: C22 C23 C32 C33
43
Hierarchical levels of abilities that constitute fraction understanding at elementary school. (English)
Int. J. Sci. Math. Educ. 14, No. 4, 757-776 (2016).
Classification: F43 C33 C43
44
Levels of participatory conception of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu’s trajectory. (English)
J. Math. Behav. 41, 45-67 (2016).
Classification: F43 D73 C43 C33
45
Co-construction of fractions schemes and units coordinating structures. (English)
J. Math. Behav. 41, 10-25 (2016).
Classification: F43 C33
46
Corrigendum to: “Non-formal mechanisms in mathematical cognitive development: the case of arithmetic”. (English)
Cognition 151, 113 (2016).
Classification: F32 F33 C32 C33
47
Non-formal mechanisms in mathematical cognitive development: the case of arithmetic. (English)
Cognition 149, 40-55 (2016); corrigendum ibid. 151, 131 (2016).
Classification: F32 F33 C32 C33
48
Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves. (English)
ZDM, Math. Educ. 48, No. 1-2, 185-197 (2016).
Classification: D42 D43 C32 C33 C72 C73 F42 F43
49
Doing things: organizing for agency in mathematical learning. (English)
J. Math. Behav. 41, 210-218 (2016).
Classification: C33 C73 D53 D43
50
Challenging teacher beliefs about student engagement in mathematics. (English)
J. Math. Teach. Educ. 19, No. 1, 33-55 (2016).
Classification: C29 C33
51
Time knowledge acquisition in children aged 6 to 11 years and its relationship with numerical skills. (English)
J. Exp. Child Psychol. 143, 1-13 (2016).
Classification: F72 F73 C32 C33 C42 C43
52
Intraindividual relations between achievement goals and discrete achievement emotions: an experience sampling approach. (English)
Learn. Instr. 41, 115-125 (2016).
Classification: C33 C23
53
Erratum to: “Malaysian students’ performance in mathematics literacy in PISA from gender and socioeconomic status perspectives”. (English)
Asia-Pac. Educ. Res. 25, No. 5-6, 907 (2016).
Classification: C33 C63
54
Moving in and out of contexts in collaborative reasoning about equations. (English)
J. Math. Behav. 44, 50-64 (2016).
Classification: H33 E43 C33
55
Cross cultural comparison of grade 6 students’ performance and strategy use on graphic and non-graphic tasks. (English)
Learn. Individ. Differ. 52, 97-108 (2016).
Classification: D53 C33 C63
56
Gaining meaning for expressions with Grid Algebra: developing the CAPS framework. (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). 1-6 (2015).
Classification: H23 U73 C33
57
A written instrument for assessing students’ units coordination structures. (English)
Math. Educ. (Ank.) 10, No. 2, 111-136 (2015).
Classification: D63 F43 C33
58
Flipping an algebra classroom: analyzing, modeling, and solving systems of linear equations. (English)
Comput. Sch. 32, No. 3-4, 201-223 (2015).
Classification: D43 U53 U73 H33 C33
59
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
60

Result 41 to 60 of 2200 total

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