Self-efficacy and problem-solving skills in mathematics: the effect of instruction-based dynamic versus static visualization-Reference-Cited by-同舟云学术

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Self-efficacy and problem-solving skills in mathematics: the effect of instruction-based dynamic versus static visualization

Published:2019-10-31 Issue: Volume: Page:1-20
ISSN:1049-4820
Container-title:Interactive Learning Environments
language:en
Short-container-title:Interactive Learning Environments

Author:

Kohen Zehavit¹^ORCID,Amram Meirav²,Dagan Miriam²,Miranda Tali³

Affiliation:

1. Faculty of Education in Science and Technology, Technion, Israel Institute of Technology, Haifa, Israel

2. Mathemstics Unit, Shamoon College of Engineering, Beer-Sheva, Israel

3. Faculty of education, Levinsky College of Education, Tel-Aviv, Israel

Publisher

Informa UK Limited

Subject

Computer Science Applications,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10494820.2019.1683588

Reference41 articles.

1. Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement

2. Using mobile devices to enhance the interactive learning for spatial geometry

3. How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts?

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1. Supporting Young Learners in Learning Geometric Area Concepts Through Static Versus Dynamic Representation and Imagination Strategies;International Journal of Science and Mathematics Education;2024-07-01

2. A taxonomy of didactic roles of dynamic visualization in animated mathematics videos;Teaching Mathematics and its Applications: An International Journal of the IMA;2024-05-25

3. Association of two square difference identity to regular polygons and circles;Pedagogical Research;2024-04-01

4. The Effect of Visual Reasoning on Arithmetic Word Problem Solving;Education Sciences;2024-03-06

5. The application of educational technology to develop problem-solving skills: A systematic review;Thinking Skills and Creativity;2024-03

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