Result **1** to **20** of **51** total

Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: an indicative study. (English)

Int. J. Educ. Res. 81, 119-130 (2017).

1

Collaborative cognitive-activation strategies as an emancipatory force in promoting girls’ interest in and enjoyment of mathematics: a cross-national case study. (English)

Int. J. Educ. Res. 81, 38-51 (2017).

2

The predictive relationships between working memory skills within the spatial and verbal domains and mathematical performance of grade 2 South African learners. (English)

Int. J. Educ. Res. 81, 1-10 (2017).

3

Geometry interventions for K‒12 students with and without disabilities: a research synthesis. (English)

Int. J. Educ. Res. 80, 134-154 (2016).

4

Examining students’ achievement in mathematics: a multilevel analysis of the Programme for International Student Assessment (PISA) 2012 data for Greece. (English)

Int. J. Educ. Res. 79, 106-115 (2016).

5

Examining the relationship of a survey based measure of math creativity with math achievement: cross-national evidence from PISA 2012. (English)

Int. J. Educ. Res. 80, 74-92 (2016).

6

The cognitive labour of mathematics dis/ability: neurocognitive approaches to number sense. (English)

Int. J. Educ. Res. 79, 222-230 (2016).

7

Understanding undergraduate disengagement from mathematics: addressing alienation. (English)

Int. J. Educ. Res. 79, 267-276 (2016).

8

Supporting or alienating students during their transition to higher education: mathematically relevant trajectories in the contexts of England and Norway. (English)

Int. J. Educ. Res. 79, 240-257 (2016).

9

“Lost in transition”: alienation and drop out during the transition to mathematically-demanding subjects at university. (English)

Int. J. Educ. Res. 79, 231-239 (2016).

10

On alienation in the mathematics classroom. (English)

Int. J. Educ. Res. 79, 258-266 (2016).

11

How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in swiss high schools. (English)

Int. J. Educ. Res. 79, 31-41 (2016).

12

Adding nuance to the challenge-skill relationship: the interaction of perceived and actual skill. (English)

Int. J. Educ. Res. 77, 143-154 (2016).

13

Exemplary high school mathematics teachers’ reflections on teaching: a situated cognition perspective on content knowledge. (English)

Int. J. Educ. Res. 78, 1-12 (2016).

14

Learning subjects in school ‒ being outsiders or insiders in the disciplinary discourses of mathematics and language 1. (English)

Int. J. Educ. Res. 78, 41-49 (2016).

15

Cross-age tutoring in kindergarten and elementary school settings: a systematic review and meta-analysis. (English)

Int. J. Educ. Res. 76, 190-210 (2016).

16

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).

17

Accuracy and bias in Spanish secondary school students’ self-concept of math ability: the influence of gender and parental educational level. (English)

Int. J. Educ. Res. 77, 26-36 (2016).

18

A framework for primary teachers’ perceptions of mathematical reasoning. (English)

Int. J. Educ. Res. 74, 26-37 (2015).

19

How effective is a summer school for catch-up attainment in English and maths? (English)

Int. J. Educ. Res. 73, 1-11 (2015).

20

Result **1** to **20** of **51** total