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Editorial: The psychology of STEM education
Frontiers in education (Lausanne), 2024-01, Vol.9
2024
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Diversity in Mathematics Education: Towards Inclusive Practices
2015, 2014
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Global Learning in the 21st Century
1, 2016
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Türk Öğrencilerin Matematiksel Değer ve Tercihlerini Değerlendirmek İçin Bir Ölçeğin Geliştirilmesi
Kuramsal eğitimbilim dergisi, 2019-10, Vol.12 (4), p.1142-1163
2019
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A typology of mathematics teachers' beliefs about teaching and learning mathematics and instructional practices
Mathematics education research journal, 2005-06, Vol.17 (2), p.69-90
2005
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A STRUCTURAL EQUATION MODEL INVESTIGATING THE IMPACT OF TERTIARY STUDENTS’ ATTITUDES TOWARD STATISTICS, PERCEIVED COMPETENCE AT MATHEMATICS, AND ENGAGEMENT ON STATISTICS PERFORMANCE
Statistics education research journal, 2021-07, Vol.19 (2), p.27-41
2021
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A Structural Equation Model Investigating the Impact of Tertiary Students' Attitudes toward Statistics, Perceived Competence at Mathematics, and Engagement on Statistics Performance
Statistics education research journal, 2020-06, Vol.19 (2), p.27
2020
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Learning secondary mathematics with technology: Exploring the complex interrelationship between students’ attitudes, engagement, gender and achievement
Computers and education, 2009-04, Vol.52 (3), p.562-570
2009
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What Primary Students in the Chinese Mainland, Hong Kong and Taiwan Value in Mathematics Learning: A Comparative Analysis
International journal of science and mathematics education, 2016-06, Vol.14 (5), p.907-924
2016
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Reflections on the MERGA research review 2004-2007
Research in Mathematics Education in Australasia 2008–2011, 2012, p.15-22
2012
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Valuing Diversity in Mathematics Pedagogy Through the Volitional Nature and Alignment of Values
Diversity in Mathematics Education, p.167-183
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Impact of Geographical Location on Student Achievement: Unpacking the Complexity of Diversity
Diversity in Mathematics Education, p.41-61
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Diversity, Inclusion and Equity in Mathematics Classrooms: From Individual Problems to Collective Possibility
Diversity in Mathematics Education, p.129-145
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(Dis)engagement and Exclusion in Mathematics Classrooms—Values, Labelling and Stereotyping
Diversity in Mathematics Education, p.193-217
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Large-Scale Test Data: Making the Invisible Visible
Diversity in Mathematics Education, p.17-40
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Maximising Opportunities in Mathematics for All Students: Addressing Within-School and Within-Class Differences
Diversity in Mathematics Education, p.239-253
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Ethics and the Challenges for Inclusive Mathematics Teaching
Diversity in Mathematics Education, p.147-165
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Learners’ Preferred Mathematical Task Types: The Values Perspective
Diversity in Mathematics Education, p.63-79
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The Challenge of Reporting Research to Inform the Creation of Inclusive Mathematics Learning Environments
Diversity in Mathematics Education, p.3-15
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Capturing Diversity in the Classroom: Uncovering Patterns of Difficulty with Simple Addition
Diversity in Mathematics Education, p.219-237
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Gender and Technology: A Case of Graphics Calculators in the Singaporean Mathematics Curriculum Context
Diversity in Mathematics Education, p.81-102
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Surveying the Public: Revisiting Mathematics and English Stereotypes
Diversity in Mathematics Education, p.103-121
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Commentary for Section 3: From Diversity to Practices: Addressing, Redressing and Taking Action
Diversity in Mathematics Education, p.255-259
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Commentary For Section 2: Inclusive Practices in Mathematics Teaching—The Need for Noticing and Producing Relevant Differences
Diversity in Mathematics Education, p.185-189
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Introduction to the Book
Diversity in Mathematics Education, 2014
2014
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