| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Academic self-concept and achievement in Polish primary schools: cross-lagged modelling and gender-specific effects
|
Grygiel, Paweł
|
|
2016
|
32 |
3 |
p. 407-429
|
article
|
| 2 |
Augusto Palmonari
|
|
|
2017
|
32 |
3 |
p. 333-334
|
article
|
| 3 |
Can visual aids in representational illustrations help pupils to solve mathematical word problems more realistically?
|
Dewolf, Tinne
|
|
2016
|
32 |
3 |
p. 335-351
|
article
|
| 4 |
Children with multiple stays at refuges for abused women and their experiences of teacher recognition
|
Selvik, Sabreen
|
|
2016
|
32 |
3 |
p. 463-481
|
article
|
| 5 |
Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time
|
Wijnen, Marit
|
|
2016
|
32 |
3 |
p. 431-447
|
article
|
| 6 |
Detrimental effects of immediate explanation feedback
|
Roelle, Julian
|
|
2016
|
32 |
3 |
p. 367-384
|
article
|
| 7 |
Developing the concept of perimeter and area in students with learning disabilities (LD)
|
Kozulin, Alex
|
|
2016
|
32 |
3 |
p. 353-366
|
article
|
| 8 |
Development of SFON in Ecuadorian Kindergartners
|
Bojorque, Gina
|
|
2016
|
32 |
3 |
p. 449-462
|
article
|
| 9 |
Do teachers’ conflicting testimonies influence children’s decisions about unconventional rules of counting?
|
Enesco, Ileana
|
|
2016
|
32 |
3 |
p. 483-500
|
article
|
| 10 |
“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement
|
Peixoto, Francisco
|
|
2016
|
32 |
3 |
p. 385-405
|
article
|
| 11 |
The role of teacher-related factors in mathematics skills between children attending Estonian-speaking and Russian-speaking schools
|
Suviste, Reelika
|
|
2016
|
32 |
3 |
p. 501-520
|
article
|
Journal description