UB Paderborn / Katalog / Suche / in CDI

1 – 25 von 102

Sortiert nach

Generic dimensions of teaching quality: the German framework of Three Basic Dimensions

ZDM, 2018-06, Vol.50 (3), p.407-426

2018

Volltextzugriff (PDF)

Emotions and motivation in mathematics education: Where we are today and where we need to go

ZDM, 2023-03, Vol.55 (2), p.249-267

2023

Volltextzugriff (PDF)

Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction

Learning and instruction, 2008-10, Vol.18 (5), p.468-482

2008

Volltextzugriff (PDF)

Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions

ZDM, 2017-06, Vol.49 (3), p.307-322

2017

Volltextzugriff (PDF)

Studying mathematics instruction through different lenses: Setting the ground for understanding instructional quality more comprehensively

ZDM, 2018-06, Vol.50 (3), p.355-366

2018

Volltextzugriff (PDF)

What makes mathematics difficult for adults? The role of reading components in solving mathematics items

Educational psychology (Dorchester-on-Thames), 2021-10, Vol.41 (9), p.1199-1219

2021

Volltextzugriff (PDF)

Curriculum reform in Irish secondary schools - a focus on algebra

Journal of curriculum studies, 2018-01, Vol.50 (1), p.126-143

2018

Volltextzugriff (PDF)

The role of epistemic emotions in undergraduate students’ proof construction

ZDM, 2023-03, Vol.55 (2), p.299-314

2023

Volltextzugriff (PDF)

Understanding the interplay between targeted motivation interventions and motivational teaching practices in mathematics classrooms

ZDM, 2023-03, Vol.55 (2), p.345-358

2023

Volltextzugriff (PDF)

Motivational climate in mathematics classrooms: teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest

ZDM, 2023-03, Vol.55 (2), p.413-426

2023

Volltextzugriff (PDF)

Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship

Journal of curriculum studies, 2012-08, Vol.44 (4), p.443-466

2012

Volltextzugriff (PDF)

Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change

Journal of curriculum studies, 2005-01, Vol.37 (2), p.155-192

2005

Volltextzugriff (PDF)

Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials

Journal of curriculum studies, 2019-05, Vol.51 (3), p.342-361

2019

Volltextzugriff (PDF)

Enhancing students' self-regulation and mathematics performance: The influence of feedback and self-evaluative standards

Metacognition and learning, 2010-08, Vol.5 (2), p.173-194

2010

Volltextzugriff (PDF)

Curriculum strategy framework: Investigating patterns in teachers' use of a reform-based elementary mathematics curriculum

Journal of curriculum studies, 2009-08, Vol.41 (4), p.467-500

2009

Volltextzugriff (PDF)

Interplay of formative assessment and instructional quality: Interactive effects on students' mathematics achievement

Learning environments research, 2018-04, Vol.21 (1), p.61-79

2018

Volltextzugriff (PDF)

Fostering German language learners' constructions of meanings for fractions: Design and effects of a language- and mathematics-integrated intervention

Mathematics education research journal, 2013-09, Vol.25 (3), p.435-456

2013

Volltextzugriff (PDF)

Replacing the 'teacher-proof' curriculum with the 'curriculum-proof' teacher: Toward more effective interactions with mathematics textbooks

Journal of curriculum studies, 2013-06, Vol.45 (3), p.295-321

Taylor, Megan Westwood

2013

Volltextzugriff (PDF)

Training effects on teachers' feedback practice. The mediating function of feedback knowledge and the moderating role of self-efficacy

ZDM, 2017-06, Vol.49 (3), p.475-489

2017

Volltextzugriff (PDF)

Mismatch of the South African Foundation Phase Curriculum Demands and Learners' Current Knowledge

African Journal of Research in Mathematics, Science and Technology Education, 2020-01, Vol.24 (1), p.10-20

2020

Volltextzugriff (PDF)

Curriculum coherence: an examination of US mathematics and science content standards from an international perspective

Journal of curriculum studies, 2005-09, Vol.37 (5), p.525-559

2005

Volltextzugriff (PDF)

Rate your course! Student teachers' perceptions of a primary pre-service mathematics education programme

Journal of curriculum studies, 2017-11, Vol.49 (6), p.802-829

2017

Volltextzugriff (PDF)

Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues

Journal of curriculum studies, 2012-08, Vol.44 (4), p.559-576

2012

Volltextzugriff (PDF)

Scaffolding in complex modelling situations

ZDM, 2015-11, Vol.47 (7), p.1255-1267

2015

Volltextzugriff (PDF)

Elementary school teachers' uses of mathematics curricular resources

Journal of curriculum studies, 2017-03, Vol.49 (2), p.132-148

Polly, Drew

2017

Volltextzugriff (PDF)

1 – 25 von 102

Suche als RSS-Feed

Aktive Filter

SpracheNiederländisch

SpracheNorwegisch

ThemaSekundarstufe I

KollektionERIC

KollektionIngenta

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(102)
Mit Volltextzugriff
(102)

Publikationsform

Artikel
(102)

Sprache

Englisch
(102)
Japanisch
(4)
Deutsch
(1)

Erscheinungsjahr

n.n

Thema

15 weitere anzeigen...

Weniger anzeigen...

Menü

Weitere Dienste

Einstellungen

Generic dimensions of teaching quality: the German framework of Three Basic Dimensions

Emotions and motivation in mathematics education: Where we are today and where we need to go

Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction

Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions

Studying mathematics instruction through different lenses: Setting the ground for understanding instructional quality more comprehensively

What makes mathematics difficult for adults? The role of reading components in solving mathematics items

Curriculum reform in Irish secondary schools - a focus on algebra

The role of epistemic emotions in undergraduate students’ proof construction

Understanding the interplay between targeted motivation interventions and motivational teaching practices in mathematics classrooms

Motivational climate in mathematics classrooms: teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest

Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship

Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change

Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials

Enhancing students' self-regulation and mathematics performance: The influence of feedback and self-evaluative standards

Curriculum strategy framework: Investigating patterns in teachers' use of a reform-based elementary mathematics curriculum

Interplay of formative assessment and instructional quality: Interactive effects on students' mathematics achievement

Fostering German language learners' constructions of meanings for fractions: Design and effects of a language- and mathematics-integrated intervention

Replacing the 'teacher-proof' curriculum with the 'curriculum-proof' teacher: Toward more effective interactions with mathematics textbooks

Training effects on teachers' feedback practice. The mediating function of feedback knowledge and the moderating role of self-efficacy

Mismatch of the South African Foundation Phase Curriculum Demands and Learners' Current Knowledge

Curriculum coherence: an examination of US mathematics and science content standards from an international perspective

Rate your course! Student teachers' perceptions of a primary pre-service mathematics education programme

Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues

Scaffolding in complex modelling situations

Elementary school teachers' uses of mathematics curricular resources

Aktive Filter

Suchergebnisse filtern