Developing teachers’ responsive pedagogy in mathematics, does it lead to short-term effects on student learning?-Reference-Cited by-同舟云学术

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Developing teachers’ responsive pedagogy in mathematics, does it lead to short-term effects on student learning?

Published:2019-01-01 Issue:1 Volume:6 Page:1676568
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Gamlem Siv M.¹^ORCID,Kvinge Lars M.²,Smith Kari³,Engelsen Knut Steinar²

Affiliation:

1. Faculty of Humanities and Education, Volda University College, Volda, Norway

2. Department of Teacher Education, Western Norway University of Applied Sciences, Stord, Norway

3. Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2019.1676568

Reference62 articles.

1. Handbook of Formative Assessment

2. Assessment and learning: fields apart?

3. Perceived Self-Efficacy in Cognitive Development and Functioning

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1. Navigating formative assessment as professional development in digital contexts: insights from teachers’ experiences;Teacher Development;2024-07-31

2. Attitudes toward mathematics/statistics, anxiety, self-efficacy and academic performance: an artificial neural network;Frontiers in Psychology;2023-07-10

3. Students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics;Scandinavian Journal of Educational Research;2023-03-23

4. Antecedents and outcome of tourists' positive achievement emotions in visiting risky destinations: The case of Middle East;International Journal of Tourism Research;2023-02-23

5. Feedback and classroom practice;International Encyclopedia of Education(Fourth Edition);2023

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