Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks-Reference-Cited by-同舟云学术

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Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks

Published:2022-05 Issue: Volume:113 Page:103663
ISSN:0742-051X
Container-title:Teaching and Teacher Education
language:en
Short-container-title:Teaching and Teacher Education

Author:

Fielding Jill^ORCID,Geiger Vincent,Miller Jodie,Bruder Regina^ORCID,Towara Ulrike^ORCID,Ratnayake Iresha

Publisher

Elsevier BV

Subject

Education

Reference65 articles.

1. Connecting engagement and focus in pedagogic task design;Ainley;British Educational Research Journal,2006

2. Australian Curiculum: Mathematics,2017

3. Australian professional standards for teachers,2011

4. Introduction;Barbeau,2009

5. Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice;Beswick;Educational Studies in Mathematics,2012

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2. Productive Pedagogical Practices: Impact on Mathematics Teaching and Learning;Research in Mathematics Education in Australasia 2020–2023;2024

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4. Comparison of suppliers and consumers’ choice factors in the online education market;Applied Economics;2023-11-27

5. Boys’ motivation profiles in mathematics: relations with contextual factors, wellbeing and engagement in a boys-only school;ZDM – Mathematics Education;2023-01-19

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