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Citations (11)
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Sebastian Geisler. (2023) What role do students’ beliefs play in a successful transition from school to university mathematics?. International Journal of Mathematical Education in Science and Technology 54:8, pages 1458-1473.
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Yusuf Feyisara Zakariya, Hans Kristian Nilsen, Kirsten Bjørkestøl & Simon Goodchild. (2023) Analysis of relationships between prior knowledge, approaches to learning, and mathematics performance among engineering students. International Journal of Mathematical Education in Science and Technology 54:6, pages 1015-1033.
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Ragnhild Johanne Rensaa & Helge Fredriksen. (2022) Gender perspectives on a flipped classroom environment. Cogent Education 9:1.
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Lorey A. Wheeler, Cindy Faith Miller, Donna Chen, Bobbi Woods & Martin Reisslein. (2022) A suite of measures for children’s achievement beliefs in engineering-related activities and skills. European Journal of Engineering Education 47:6, pages 1335-1355.
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Luis Miguel Fernández, Ursula Nguyen & Rebecca Callahan. (2022) Learners’ mathematics identity and achievement: Where does the teacher come in?. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-26.
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Erik Bergqvist. Relations Between Mathematics Self-Efficacy and Anxiety Beliefs: When Multicollinearity Matters. The Journal of Experimental Education 0:0, pages 1-21.
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Articles from other publishers (5)
Timo Tossavainen, Claes Johansson, Alf Juhlin & Anna Wedestig. (2024) Programming as a mediator of mathematical thinking. LUMAT: International Journal on Math, Science and Technology Education 12:3.
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Areti Panaoura, Marios Charalambides, Eleni Tsolaki & Savvas Pericleous. (2024) First-year engineering students’ affective behavior about mathematics in relation to their performance. European Journal of Science and Mathematics Education 12:1, pages 128-138.
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S. I. Toropova. (2023) Development of critical thinking of students – future biotechnologists in the process of teaching mathematics. The Education and science journal 25:5, pages 49-76.
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Antti Viholainen, Timo Tossavainen & Janne Gröhn. (2023) Epistemological beliefs, motivational values, and study habits among students of tertiary mathematics. Eurasia Journal of Mathematics, Science and Technology Education 19:5, pages em2269.
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Jill Fielding, Vincent Geiger, Jodie Miller, Regina Bruder, Ulrike Towara & Iresha Ratnayake. (2022) Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks. Teaching and Teacher Education 113, pages 103663.
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