热心助人
发表于 2025-3-25 04:13:53
http://reply.papertrans.cn/89/8807/880677/880677_21.png
indifferent
发表于 2025-3-25 10:50:23
http://reply.papertrans.cn/89/8807/880677/880677_22.png
Implicit
发表于 2025-3-25 13:36:49
http://reply.papertrans.cn/89/8807/880677/880677_23.png
resilience
发表于 2025-3-25 17:52:42
http://reply.papertrans.cn/89/8807/880677/880677_24.png
conformity
发表于 2025-3-25 21:41:19
,Prospective Teachers’ Approach to Reasoning and Proof: Affective and Cognitive Issues,t many feel strongly about R&P, one way or another, but also that they have considerable problems with these processes to some extent irrespectively of their affective commitment. The results of the pilot confirm our approach for the main study.
Fester
发表于 2025-3-26 03:00:13
The PISA Mathematics Self-Efficacy Scale: Questions of Dimensionality and a Latent Class Concerninge latent classes observable within the response patterns to the items, enabling to identify a latent class of “self-proclaimed algebra experts” with interesting connections to other scales measuring beliefs on mathematics.
Gratulate
发表于 2025-3-26 06:48:24
,The Influence of Assessment on Students’ Experiences of Mathematics,edback to support them. On the whole, assessment primarily influences either how they write solutions to tasks, but not exactly how they solve them, or else how they feel about themselves as low performers in mathematics.
随意
发表于 2025-3-26 08:48:00
,Gjennomgang and Genomgång: Same or Different?,rough”: instructive “going throughs” whereby teachers model new procedures and problem-solving “going throughs”, in which teachers demonstrate solutions to problems that students had previously found difficult.
ONYM
发表于 2025-3-26 15:10:41
Book 2018learning math. The teaching and learning of mathematics is highly dependent on students’ and teachers’ values, attitudes, feelings, beliefs and motivations towards mathematics and mathematics education. These peer-reviewed contributions provide critical insights through their theoretically and metho
引起痛苦
发表于 2025-3-26 20:39:46
,University Teaching Assistants’ Metaphors About Teachers’ Role,categorized as didactics expert or as self-referential. Also subcategories were analysed, and potential new subcategories found. The results also suggest that training can have an influence on the metaphors TAs use to describe their role as a TA.