https://orcid.org/0000-0002-0678-4163
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Robert Weinhandl, Martin Mayerhofer, Branko Anđić & Cornelia S. Große. (2024) An Interplay of Enjoyment, Engagement, and Anxieties: The Characteristics of Upper Secondary School Mathematics Students. Investigations in Mathematics Learning 16:1, pages 36-51.
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Monica Mincu & Paolo Nardi. (2022) Tutors’ relational professionalism and care-based personalisation in Italy: facilitating innovation in a formalist school culture. Teachers and Teaching 28:7, pages 826-842.
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Mine Dogucu & Mine Çetinkaya-Rundel. (2022) Tools and Recommendations for Reproducible Teaching. Journal of Statistics and Data Science Education 30:3, pages 251-260.
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Margaret Vaughn. (2021) The Role of Visioning in Supporting Equitable Spaces. Peabody Journal of Education 96:4, pages 483-490.
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Zsófia Zsuzsanna Frányó & Helga Dorner. How to change and what to change? – Exploring university teachers’ conceptions of adaptive expertise in teaching. Innovations in Education and Teaching International 0:0, pages 1-15.
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Fika Ariana, Muhammad Prayito, Nurina Happy & Wisnuningtyas Wirani. (2024) use of teaching props to improve mathematics learning outcomes in number pattern material in STEM village Yogyakarta. Union: Jurnal Ilmiah Pendidikan Matematika 12:1, pages 215-226.
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Durmus Burak & Mehmet Gultekin. (2022) Implementation and Evaluation of an Adaptive Learning Environment Designed According to Learner Characteristics: A Study on Primary School Social Studies Teaching. Technology, Knowledge and Learning 29:1, pages 163-196.
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George Koutsouris, Nicholas Bremner & Lauren Stentiford. (2023) Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature. British Educational Research Journal 50:1, pages 260-286.
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Mingfeng Xue. (2024) How teachers’ enthusiasm influences Chinese students’ school belonging: The mediation role of teaching practices. International Journal of Educational Research 124, pages 102310.
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Ville Heilala, Päivikki Jääskelä, Mirka Saarela & Tommi Kärkkäinen. 2023. Principles and Applications of Adaptive Artificial Intelligence. Principles and Applications of Adaptive Artificial Intelligence
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Zeynep ÇAKMAK GÜREL. (2023) Adaptive and Affective Support of Mathematics Teachers from the Perspective of Secondary School StudentsOrtaokul Öğrencilerinin Bakış Açısından Matematik Öğretmenlerinin Uyarlamalı ve Duyuşsal Desteği. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 17:Özel Sayı, pages 695-719.
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Iben Maj Christiansen, Claudia Corriveau & Kerstin Pettersson. (2022) Hybrids between rituals and explorative routines: opportunities to learn through guided and recreated exploration. Educational Studies in Mathematics 112:1, pages 49-72.
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Ilonca Hardy, Nicola Meschede & Susanne Mannel. (2022) Measuring adaptive teaching in classroom discourse: Effects on student learning in elementary science education. Frontiers in Education 7.
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Xianhan Huang, Chin-Hsi Lin, Mingyao Sun & Peng Xu. (2022) Metacognitive skills and self-regulated learning and teaching among primary school teachers: The mediating effect of enthusiasm. Metacognition and Learning 17:3, pages 897-919.
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Jin Mu, Aslihan Bayrak & Stefan Ufer. (2022) Conceptualizing and measuring instructional quality in mathematics education: A systematic literature review. Frontiers in Education 7.
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Xiaoting Xiang, Pengyun Chang & Baohua Yu. (2022) Exploring an EAP writing teacher's adaptive expertise and adaptive teaching practices from a CDST perspective. Frontiers in Psychology 13.
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Rafael Julius, Muhammad Syawal Abd Halim, Normi Abdul Hadi, Azrul Nizam Alias, Muhammad Hafiz Mohd Khalid, Zulfadli Mahfodz & Fariesha Farha Ramli. (2021) Bibliometric Analysis of Research in Mathematics Education using Scopus Database. Eurasia Journal of Mathematics, Science and Technology Education 17:12, pages em2040.
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Gwo-Jen Hwang & Yun-Fang Tu. (2021) Roles and Research Trends of Artificial Intelligence in Mathematics Education: A Bibliometric Mapping Analysis and Systematic Review. Mathematics 9:6, pages 584.
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