Zobrazeno 1 - 4
of 4
pro vyhledávání: '"Mary Enright"'
Autor:
Jim Sanders, Hilary Chavez, S. Michele Cohen, Mary Enright, Mary Flynn, Tifany Frazer, Kelly Hoormann, Ben Rader, Sebastian Ssempijja, Samantha L. Wilson
Publikováno v:
BMC Proceedings, Vol 11, Iss S5, Pp 1-3 (2017)
Externí odkaz:
https://doaj.org/article/1bc5b22cfab546b698884d8bbd1d3433
Autor:
Mary Enright, Tifany Frazer, Ben Rader, Mary Flynn, Jim Sanders, Hilary Chavez, Sebastian Ssempijja, Kelly Hoormann, Samantha L. Wilson, S. Michele Cohen
Publikováno v:
BMC Proceedings
BMC Proceedings, Vol 11, Iss S5, Pp 1-3 (2017)
BMC Proceedings, Vol 11, Iss S5, Pp 1-3 (2017)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5efd7efd81ba1f4482c4df7b0d5c72ac
https://doi.org/10.1186/s12919-017-0072-y
https://doi.org/10.1186/s12919-017-0072-y
Publikováno v:
Cognition and Instruction. 14:285-343
Changing goals in mathematics education have encouraged more open-ended problem solving in assessment. However, the use of these less constrained approaches has been limited by a lack of demonstrated relations between the underlying cognitive models
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cd2daf45e648cfbabdeb8e61ec06a3d5
https://doi.org/10.1207/s1532690xci1403_2
https://doi.org/10.1207/s1532690xci1403_2
This thesis examines the classroom emotions of sixty-one 9 - 11 year old elementary school children in two classrooms as they engaged in learning tasks. Emotion data were obtained within the larger context of the Project on Learning using a multi-mod
Externí odkaz:
http://hdl.handle.net/10092/2286
