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An embodied agent helps anxious students in mathematics learning. (English)
Educ. Technol. Res. Dev. 65, No. 1, 219-235 (2017).
Classification: C20 U50 C30 C90
1
Long-term effects of sense making and anxiety in algebra. (English)
Stewart, Sepideh (ed.), And the rest is just algebra. Cham: Springer (ISBN 978-3-319-45052-0/hbk; 978-3-319-45053-7/ebook). 43-62 (2017).
Classification: C30 C20 H20 H30
2
Individual differences in nonverbal number skills predict math anxiety. (English)
Cognition 159, 156-162 (2017).
Classification: C20 F20 C30
3
Benefits of adding anxiety-reducing features to a computer-based multimedia lesson on statistics. (English)
Comput. Hum. Behav. 63, 293-303 (2016).
Classification: U55 K45 K75 K85 C25
4
Developing mathematics identity. (English)
Math. Teach. Middle Sch. 21, No. 7, 398-405 (2016).
Classification: C23 D43
5
Interactivity defuses the impact of mathematics anxiety in primary school children. (English)
Int. J. Sci. Math. Educ. 14, No. 8, 1553-1566 (2016).
Classification: C20
6
Mathematics education and the affective domain. (English)
Makar, Katie (ed.) et al., Research in mathematics education in Australasia 2012‒2015. Singapore: Springer (ISBN 978-981-10-1417-8/pbk; 978-981-10-1419-2/ebook). 73-96 (2016).
Classification: D20 C20 C60
7
When errors count: an EEG study on numerical error monitoring under performance pressure. (English)
ZDM, Math. Educ. 48, No. 3, 351-363 (2016); erratum ibid. 48, No. 3, 365 (2016).
Classification: C80 F30 D70 C30 C20
8
‘I hate maths: why do we need to do maths?’ Using iPad video diaries to investigate attitudes and emotions towards mathematics in year 3 and year 6 students. (English)
Int. J. Sci. Math. Educ. 14, No. 5, 925-944 (2016).
Classification: C20 U80 U70
9
Maths anxiety in primary and secondary school students: gender differences, developmental changes and anxiety specificity. (English)
Learn. Individ. Differ. 48, 45-53 (2016).
Classification: C20 C60 C30
10
Beyond math anxiety: positive emotions predict mathematics achievement, self-regulation, and self-efficacy. (English)
Asia-Pac. Educ. Res. 25, No. 3, 415-422 (2016).
Classification: C20 C30
11
Anxiety in the statistics class: structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates. (English)
Learn. Individ. Differ. 45, 214-221 (2016).
Classification: C25
12
On the relationship between math anxiety and math achievement in early elementary school: the role of problem solving strategies. (English)
J. Exp. Child Psychol. 141, 83-100 (2016).
Classification: C22 C32 F32
13
Addressing negative math attitudes with service-learning. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 26, No. 8, 788-802 (2016).
Classification: C25 D45 K45
14
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
15
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
16
An investigation of the knowledge competency of prospective mathematics teachers in the perspective of relationship between their subject matter knowledge and non-cognitive factors. (English)
Far East J. Math. Educ. 15, No. 1, 63-94 (2015).
Classification: C39 C49 C29
17
Facilitating positive student-faculty relationships in mathematics education courses. (English)
Rogerson, Alan (ed.), The mathematics education for the future project. Proceedings of the 13th international conference ‘Mathematics education in a connected world’, Catania, Sicily, Italy, September 16‒21, 2015. Münster: WTM-Verlag (ISBN 978-3-942197-44-1/pbk; 978-3-942197-86-1/ebook). Conference Proceedings in Mathematics Education 1, 49-56 (2015).
Classification: C25 D45
18
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)
19
A vision for education: transforming how formal systems are taught within mass lectures by using pen technology to create a personalized learning environment. (English)
Hammond, Tracy (ed.) et al., The impact of pen and touch technology on education. Cham: Springer (ISBN 978-3-319-15593-7/hbk; 978-3-319-15594-4/ebook). Human-Computer Interaction Series, 355-363 (2015).
Classification: U75 E35 E55
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