Introduction to MERJ special issue, “Theoretical foundations of engagement in mathematics: empirical studies from the field”-Reference-Cited by-同舟云学术

Introduction to MERJ special issue, “Theoretical foundations of engagement in mathematics: empirical studies from the field”

Published:2017-05-17 Issue:2 Volume:29 Page:131-132
ISSN:1033-2170
Container-title:Mathematics Education Research Journal
language:en
Short-container-title:Math Ed Res J

Author:

Carmichael Colin^ORCID,Callingham Rosemary,Anderson Judy

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Link

http://link.springer.com/article/10.1007/s13394-017-0207-5/fulltext.html

Reference6 articles.

1. Bikner-Ahsbahs, A., & Prediger, A. (2006). Diversity of theories in mathematics education: how can we deal with it? ZDM, 38(1), 52–56.

2. Brown, T., & Walshaw, M. (2012). Mathematics education and contemporary theory: guest editorial. Educational Studies in Mathematics, 80, 1–8.

3. Dweck, C. S., & Elliott, S. (1983). Achievement motivation. In P. Mussen (Ed.), Handbook of child psychology: socialization, personality, and social development (Vol. 4, pp. 643–691). NY: Wiley.

4. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.

5. Sririman, B., & English, L. (2010). Surveying theories and philosophies of mathematics education. In B. Sririman & L. English (Eds.), Theories of mathematics education. Seeking new frontiers. Springer: Heidelberg.

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