| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Affect in mathematical problem posing: conceptualization, advances, and future directions for research
|
Cai, Jinfa
|
|
|
105 |
3 |
p. 287-301
|
artikel
|
| 2 |
Affective determinants of mathematical problem posing: the case of Chinese Miao students
|
Guo, Meng
|
|
|
105 |
3 |
p. 367-387
|
artikel
|
| 3 |
Affective field during collaborative problem posing and problem solving: a case study
|
Schindler, Maike
|
|
|
105 |
3 |
p. 303-324
|
artikel
|
| 4 |
Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity
|
Bicer, Ali
|
|
|
105 |
3 |
p. 457-485
|
artikel
|
| 5 |
Correction to: Examining socio-mathematical norms related to problem posing: a case of a gifted and talented mathematics classroom
|
Çakır, Aslı
|
|
|
105 |
3 |
p. 433
|
artikel
|
| 6 |
Engagement and affect patterns in high school mathematics classrooms that exhibit spontaneous problem posing: an exploratory framework and study
|
Headrick, Lorna
|
|
|
105 |
3 |
p. 435-456
|
artikel
|
| 7 |
How are motivation and self-efficacy interacting in problem-solving and problem-posing?
|
Voica, Cristian
|
|
|
105 |
3 |
p. 487-517
|
artikel
|
| 8 |
Learning to teach mathematics through problem posing: teachers’ beliefs and performance on problem posing
|
Li, Xinlian
|
|
|
105 |
3 |
p. 325-347
|
artikel
|
| 9 |
Opening mathematical problems for posing open mathematical tasks: what do teachers do and feel?
|
Klein, Sigal
|
|
|
105 |
3 |
p. 349-365
|
artikel
|
| 10 |
Problem-posing triggers or where do mathematics competition problems come from?
|
Kontorovich, Igor’
|
|
|
105 |
3 |
p. 389-406
|
artikel
|
| 11 |
The relationship between domain- and task-specific self-efficacy and mathematical problem posing: a large-scale study of eighth-grade students in China
|
Liu, Qimeng
|
|
|
105 |
3 |
p. 407-431
|
artikel
|
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