| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Applying cognitive psychology based instructional design principles in mathematics teaching and learning: introduction
|
Verschaffel, Lieven
|
|
2017
|
49 |
4 |
p. 491-496
|
artikel
|
| 2 |
Applying embodied cognition: from useful interventions and their theoretical underpinnings to practical applications
|
Dackermann, Tanja
|
|
2017
|
49 |
4 |
p. 545-557
|
artikel
|
| 3 |
Cultivating mathematical skills: from drill-and-practice to deliberate practice
|
Lehtinen, Erno
|
|
2017
|
49 |
4 |
p. 625-636
|
artikel
|
| 4 |
Designing learning personalized to students’ interests: balancing rich experiences with mathematical goals
|
Walkington, Candace
|
|
2017
|
49 |
4 |
p. 519-530
|
artikel
|
| 5 |
How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions
|
Rau, Martina A.
|
|
2017
|
49 |
4 |
p. 531-544
|
artikel
|
| 6 |
Learning from worked-examples in mathematics: students relate procedures to principles
|
Renkl, Alexander
|
|
2017
|
49 |
4 |
p. 571-584
|
artikel
|
| 7 |
Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles
|
Rittle-Johnson, Bethany
|
|
2017
|
49 |
4 |
p. 599-611
|
artikel
|
| 8 |
There is more variation within than across domains: an interview with Paul A. Kirschner about applying cognitive psychology-based instructional design principles in mathematics teaching and learning
|
Kirschner, Paul A.
|
|
2017
|
49 |
4 |
p. 637-643
|
artikel
|
| 9 |
The relevance and efficacy of metacognition for instructional design in the domain of mathematics
|
Baten, Elke
|
|
2017
|
49 |
4 |
p. 613-623
|
artikel
|
| 10 |
Using analogies to facilitate conceptual change in mathematics learning
|
Vamvakoussi, Xenia
|
|
2017
|
49 |
4 |
p. 497-507
|
artikel
|
| 11 |
Using comparison of multiple strategies in the mathematics classroom: lessons learned and next steps
|
Durkin, Kelley
|
|
2017
|
49 |
4 |
p. 585-597
|
artikel
|
| 12 |
Using refutational text in mathematics education
|
Lem, Stephanie
|
|
2017
|
49 |
4 |
p. 509-518
|
artikel
|
| 13 |
What is made possible to learn when using the variation theory of learning in teaching mathematics?
|
Kullberg, Angelika
|
|
2017
|
49 |
4 |
p. 559-569
|
artikel
|
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