| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A case study of effective practice in mathematics teaching and learning informed by Valsiner’s zone theory
|
Geiger, Vince
|
|
2017
|
29 |
2 |
p. 143-161
|
artikel
|
| 2 |
Instructional characteristics in mathematics classrooms: relationships to achievement goal orientation and student engagement
|
Lazarides, Rebecca
|
|
2017
|
29 |
2 |
p. 201-217
|
artikel
|
| 3 |
Introduction to MERJ special issue, “Theoretical foundations of engagement in mathematics: empirical studies from the field”
|
Carmichael, Colin
|
|
2017
|
29 |
2 |
p. 131-132
|
artikel
|
| 4 |
Learners’ engagement in mathematics—theories, frameworks and results
|
Sträßer, Rudolf
|
|
2017
|
29 |
2 |
p. 255-259
|
artikel
|
| 5 |
Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions
|
Durksen, Tracy L.
|
|
2017
|
29 |
2 |
p. 163-181
|
artikel
|
| 6 |
The impact of within-school autonomy on students’ goal orientations and engagement with mathematics
|
Carmichael, Colin
|
|
2017
|
29 |
2 |
p. 219-236
|
artikel
|
| 7 |
Theoretical foundations of engagement in mathematics
|
Watt, Helen M. G.
|
|
2017
|
29 |
2 |
p. 133-142
|
artikel
|
| 8 |
Using collective argumentation to engage students in a primary mathematics classroom
|
Brown, Raymond
|
|
2017
|
29 |
2 |
p. 183-199
|
artikel
|
| 9 |
Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics
|
Fielding-Wells, Jill
|
|
2017
|
29 |
2 |
p. 237-254
|
artikel
|
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