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Mathematical Thinking and Learning Volume 19, 2017 - Issue 2
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Articles

Conceptualizing Perseverance in Problem Solving as Collective Enterprise

Tesha Sengupta-IrvingVanderbilt UniversityCorrespondence[email protected]
&
Priyanka AgarwalUniversity of California Irvine
Pages 115-138 | Published online: 06 Apr 2017

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Cheryl R. Ellerbrock & Eugenia Vomvoridi-Ivanovic. (2022) Setting the stage for responsive middle level mathematics teaching: Establishing an adolescent-centered community of care. Middle School Journal 53:2, pages 12-21.
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Di Zhang, Chan Wang & Yuandu Yang. (2021) The association between cognitive activation and mathematics achievement: a multiple mediation model. Educational Psychology 41:6, pages 695-711.
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Maxine McKinney de Royston & Tesha Sengupta-Irving. (2019) Another Step Forward: Engaging the Political in Learning. Cognition and Instruction 37:3, pages 277-284.
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Riley Dugan, Bryan Hochstein, Maria Rouziou & Benjamin Britton. (2019) Gritting their teeth to close the sale: the positive effect of salesperson grit on job satisfaction and performance. Journal of Personal Selling & Sales Management 39:1, pages 81-101.
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Benjamin R. Lowell. (2023) The student hat in professional development: Building epistemic empathy to support teacher learning. Science Education.
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Kritsa Chindanon & Milo David Koretsky. (2023) Group Practice in Engineering: Productive Interactions during a Realistic, Open-Ended Task. Studies in Engineering Education 4:2, pages 144-175.
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Patricia Buenrostro & Nadav Ehrenfeld. (2023) Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning. Educational Studies in Mathematics 114:2, pages 199-221.
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Julia Gouvea. (2023) Processing misconceptions: dynamic systems perspectives on thinking and learning. Frontiers in Education 8.
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Xu Du, Miao Dai, Hengtao Tang, Jui-Long Hung, Hao Li & Jinqiu Zheng. (2022) A multimodal analysis of college students’ collaborative problem solving in virtual experimentation activities: a perspective of cognitive load. Journal of Computing in Higher Education 35:2, pages 272-295.
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Joseph DiNapoli. (2023) Distinguishing between Grit, Persistence, and Perseverance for Learning Mathematics with Understanding. Education Sciences 13:4, pages 402.
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Nopriadi SaputraPHDPHD, Uchenna OnyemaechiPHDPHD & Harry SutantoPHDPHD. (2022) Synergizing Learning Resources and Online Experience: The Pivotal Role of Digital Lecturing Skill in Higher Education. GATR Journal of Management and Marketing Review 7:2, pages 54-65.
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Sibel YEŞİLDERE İMRE, Elif ÖKMEN & Büşra BOZKURT. (2022) ORTAOKUL MATEMATİK DERSİ ÖĞRETİM PROGRAMLARINDAKİ PROBLEM ÇÖZMEYE İLİŞKİN AÇIKLAMALARIN SOSYOMATEMATİKSEL NORMLAR ÇERÇEVESİNDE İNCELENMESİINVESTIGATING THE EXPLANATIONS IN MIDDLE SCHOOL MATHEMATICS CURRICULA DOCUMENTS WITHIN THE FRAMEWORK OF SOCIO-MATEMATICAL NORMS. Milli Eğitim Dergisi 51:233, pages 603-621.
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Clarissa Keen & Hannah Sevian. (2022) Qualifying domains of student struggle in undergraduate general chemistry laboratory. Chemistry Education Research and Practice 23:1, pages 12-37.
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Joseph DiNapoli & Hector Morales, Jr.. (2021) Translanguaging to Persevere Is Key for Latinx Bilinguals' Mathematical Success. Journal of Urban Mathematics Education 14:2.
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Crystal Kalinec-Craig, Emily P. Bonner & Traci Kelley. (2021) Support and Enrichment Experiences in Mathematics (SEE Math): Using Case Studies to Improve Mathematics Teacher Education. Mathematics Teacher Educator 10:1, pages 68-83.
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Julia L. Hill, Margaret L. Kern, Wee Tiong Seah (佘伟忠) & Jan van Driel. (2020) Feeling Good and Functioning Well in Mathematics Education: Exploring Students’ Conceptions of Mathematical Well-Being and Values. ECNU Review of Education 4:2, pages 349-375.
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Tesha Sengupta‐Irving. (2021) Positioning and Positioned Apart: Mathematics Learning as Becoming Undesirable. Anthropology & Education Quarterly 52:2, pages 187-208.
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Miwa Aoki Takeuchi & Shimeng Liu. (2021) “I am more of a visual learner”: The disciplinary values and identities in school mathematics learning and group work. The Journal of Mathematical Behavior 61, pages 100835.
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Kira J. Carbonneau, Rachel Min Wong & Nataliia Borysenko. (2020) The influence of perceptually rich manipulatives and collaboration on mathematic problem-solving and perseverance. Contemporary Educational Psychology 61, pages 101846.
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Farzad Radmehr & Michael Drake. (2020) Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus. Education Sciences 10:3, pages 55.
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Isyaku Salisu, Norashidah Hashim, Munir Shehu Mashi & Hamza Galadanchi Aliyu. (2020) Perseverance of effort and consistency of interest for entrepreneurial career success. Journal of Entrepreneurship in Emerging Economies 12:2, pages 279-304.
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Crystal Anne Kalinec-Craig, Priya V. Prasad & Raquel Vallines Mira. 2019. Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms. Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms 226 253 .
Miwa Aoki Takeuchi, Venise Bryan, Silvana Valera & Shima Dadkhahfard. (2019) Immigrant Students’ Stories About Learning Mathematics in Groups. Canadian Journal of Science, Mathematics and Technology Education 19:3, pages 237-253.
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Meredith Glaser, Marco te Brömmelstroet & Luca Bertolini. (2019) Learning to build strategic capacity for transportation policy change: An interdisciplinary exploration. Transportation Research Interdisciplinary Perspectives 1, pages 100006.
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Andrea Gomoll, Erin Tolar, Cindy E. Hmelo-Silver & Selma Šabanović. (2018) Designing human-centered robots: The role of constructive failure. Thinking Skills and Creativity 30, pages 90-102.
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Viktor Freiman & Janet Lynne Tassell. 2018. Creativity and Technology in Mathematics Education. Creativity and Technology in Mathematics Education 3 29 .

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