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Result 1 to 20 of 265 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).
Classification: C30 C49
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).
Classification: C20 C60
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).
Classification: C32 C42
3
Geometry interventions for K‒12 students with and without disabilities: a research synthesis. (English)
Int. J. Educ. Res. 80, 134-154 (2016).
Classification: G10 C40 D20
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).
Classification: D63
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).
Classification: C30 C40
6
The cognitive labour of mathematics dis/ability: neurocognitive approaches to number sense. (English)
Int. J. Educ. Res. 79, 222-230 (2016).
Classification: C30 C40 F20 F30 C80
7
Understanding undergraduate disengagement from mathematics: addressing alienation. (English)
Int. J. Educ. Res. 79, 267-276 (2016).
Classification: C25
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).
Classification: C25 C35 C95
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).
Classification: C25 C35 C65
10
On alienation in the mathematics classroom. (English)
Int. J. Educ. Res. 79, 258-266 (2016).
Classification: C20 C30 D20
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).
Classification: C20
12
Adding nuance to the challenge-skill relationship: the interaction of perceived and actual skill. (English)
Int. J. Educ. Res. 77, 143-154 (2016).
Classification: D53 C23 C43
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).
Classification: C39 C49 D39 B50
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).
Classification: C30 C50
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).
Classification: C30 C70 C60
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).
Classification: C30 C20 C60
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).
Classification: C23 C33 C43 C63
18
A framework for primary teachers’ perceptions of mathematical reasoning. (English)
Int. J. Educ. Res. 74, 26-37 (2015).
Classification: E50 D39 C39
19
How effective is a summer school for catch-up attainment in English and maths? (English)
Int. J. Educ. Res. 73, 1-11 (2015).
Classification: B63 C33
20
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Result 1 to 20 of 265 total

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