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Does mathematics anxiety moderate the effect of problem difficulty on cognitive effort?

• Authors :

Subjects: 516 Educational sciences

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How informal elementary teacher leaders in mathematics are positioned in advice and information networks

• Authors : Division of Undergraduate Education

• Source: School Science and Mathematics ; ISSN 0036-6803 1949-8594

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Challenges and supports for secondary science and mathematics teacher retention

• Authors : National Science Foundation

• Source: School Science and Mathematics ; ISSN 0036-6803 1949-8594

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Research publication and design trends in mathematics‐specific teacher leadership: A systematic review

• Authors : Baker, Courtney K.

• Source: School Science and Mathematics ; ISSN 0036-6803 1949-8594

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Validity evidence of the use of quantitative measures of students in elementary mathematics education

• Authors : National Science Foundation

• Source: School Science and Mathematics ; ISSN 0036-6803 1949-8594

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Mathematical practices are everywhere: The intersections of pre‐service teacher claims, non‐mathematics‐education faculty claims, and observable actions

• Authors : Lloyd, Mary Elizabeth R.

• Source: School Science and Mathematics ; ISSN 0036-6803 1949-8594

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Engaging elementary mathematics specialists: Strengthening the connections between university coursework and practice

• Authors :

• Source: School Science and Mathematics ; ISSN 0036-6803 1949-8594

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Boredom due to being over‐ or under‐challenged in mathematics: A latent profile analysis

• Authors : Deutsche Forschungsgemeinschaft

• Source: British Journal of Educational Psychology ; ISSN 0007-0998 2044-8279

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Early academic and behavior skills as predictors of later mathematics achievement

• Authors : Allen, Abigail A.

• Source: Psychology in the Schools ; volume 61, issue 7, page 3010-3025 ; ISSN 0033-3085 1520-6807

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Teaching mathematics in innovative learning environments—The entangled tensions between the learning environment and pedagogy

• Authors : Alakoski, Riikka

• Source: European Journal of Education ; ISSN 0141-8211 1465-3435

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