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Mehmet İhsan YURTYAPAN & İlhan KARATAŞ. (2020) An Investigation of Pedagogical Content Knowledge of Secondary School Mathematics Teachers in Relation with Triangle and Quadrilateral Concepts. Turkish Journal of Computer and Mathematics Education (TURCOMAT), pages 1-1.
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Murat Genç & Mustafa Akıncı. (2019) İlköğretim Matematik Öğretmen Adaylarının Lisans Eğitiminde Alınan Matematik Konu Alan Derslerine İlişkin Görüşleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, pages 483-514.
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Sündüs Yerdelen & Semra Sungur. (2018) Multilevel Investigation of Students’ Self-regulation Processes in Learning Science: Classroom Learning Environment and Teacher Effectiveness. International Journal of Science and Mathematics Education 17:1, pages 89-110.
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Sandra I. van Aalderen-Smeets & Juliette H. Walma van der Molen. (2016) Modeling the relation between students’ implicit beliefs about their abilities and their educational STEM choices. International Journal of Technology and Design Education 28:1, pages 1-27.
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Ulrika Ekstam, Johan Korhonen, Karin Linnanmäki & Pirjo Aunio. (2018) Special education and subject teachers’ self-perceived readiness to teach mathematics to low-performing middle school students. Journal of Research in Special Educational Needs 18:1, pages 59-69.
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Ulrika Ekstam, Johan Korhonen, Karin Linnanmäki & Pirjo Aunio. (2017) Special education pre-service teachers' interest, subject knowledge, and teacher efficacy beliefs in mathematics. Teaching and Teacher Education 63, pages 338-345.
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Penelope Espinoza, Ana B. Arêas da Luz Fontes & Clarissa J. Arms-Chavez. (2013) Attributional gender bias: teachers’ ability and effort explanations for students’ math performance. Social Psychology of Education 17:1, pages 105-126.
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Zeynep Ebrar Yetkiner Özel & Serkan Özel. (2013) Mathematics teacher quality: its distribution and relationship with student achievement in Turkey. Asia Pacific Education Review 14:2, pages 231-242.
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Patricia S. Moyer‐Packenham & Arla Westenskow. (2012) Processes and Pathways: How Do Mathematics and Science Partnerships Measure and Promote Growth in Teacher Content Knowledge?. School Science and Mathematics 112:3, pages 133-146.
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