A Classroom Perspective on the Principle of Moderate Challenge in Mathematics

By Julianne C. Turner, D. K. Meyer. 2004

81 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4346af82c855329da952ba37c31cd73f11bdabfa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. O. Lüdtke
2. M. Kunter
3. Ulrich Trautwein
4. Richard M. Ryan
5. Y. Tsai
6. Alexandre J. S. Morin
7. Herbert W. Marsh
8. Edward L. Deci

In Safety Research

1. M. Kunter
2. Richard M. Ryan
3. O. Lüdtke
4. Ulrich Trautwein
5. Edward L. Deci
6. Maarten Vansteenkiste
7. Robert J. Vallerand
8. Bart Soenens

In Social Psychology

1. M. Kunter
2. O. Lüdtke
3. Ulrich Trautwein
4. Richard M. Ryan
5. Y. Tsai
6. Edward L. Deci
7. Herbert W. Marsh
8. Maarten Vansteenkiste

Citations in the corpus

• Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture (2012, background): “…Anthony, 2003), and among such studies, school or classroom “culture” is often identified as the cause of the problem (Cohen, 1990; Hiebert & Wearne, 1993; Turner & Meyer, 2004).1 Yet what these authors mean by culture or the role that culture plays in mathematics education reform is at best vague.”
• What makes lessons interesting?: The role of situational and individual factors in three school subjects (2008, background): “…control at the cognitive level when teachers explain the purposes of the task at hand and its links to the learning concepts and scaffold students’ understanding by activating prior knowledge or increasing personal relevance (Schraw & Lehman, 2001; Stipek, 1996, 2002; Turner & Meyer, 2004).”