Examining relations between math anxiety, prior knowledge, hint usage, and performance of math equivalence in two different online learning contexts-Reference-Cited by-同舟云学术

Examining relations between math anxiety, prior knowledge, hint usage, and performance of math equivalence in two different online learning contexts

Published:2022-12-10 Issue:2 Volume:51 Page:285-307
ISSN:0020-4277
Container-title:Instructional Science
language:en
Short-container-title:Instr Sci

Author:

Iannacchione Alisionna^ORCID,Ottmar Erin^ORCID,Ngo Vy,Mason Craig A.^ORCID,Chan Jenny Yun-Chen^ORCID,Smith Hannah,Drzewiecki Kathryn C.^ORCID,Shaw Stacy T.^ORCID

Funder

Institute of Education Sciences

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Link

https://link.springer.com/content/pdf/10.1007/s11251-022-09604-6.pdf

Reference51 articles.

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2. Aleven, V., & Koedinger, K. R. (2001, May). Investigations into help seeking and learning with a cognitive tutor. Papers of the AIED-2001 workshop on help provision and help seeking in interactive learning environments.

3. Aleven, V., Elmar, S., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(3), 277–320. https://doi.org/10.3102/00346543073003277

4. Anderson, J., Corbett, A., Koedinger, K., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4(2), 167–207. https://www-jstor-org.ezpxy-web-p-u01.wpi.edu/stable/1466690?sid=primo&seq=4#metadata_info_tab_contents

5. Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181–185. https://doi.org/10.1111/1467-8721.00196

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