Gender-related effects of contemporary math instruction for low performers on problem-solving behavior
By R. E. Timmermans, Ernest C. D. M. van Lieshout, Ludo Verhoeven. 2007
53 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/64ad6dcd625720dbe32c7a0ea8bbc934b48d80ad
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Bethany Rittle-Johnson
- Jon Star
- Lindsey E. Richland
- Michael Schneider
- Kristie J. Newton
- Kreshnik Begolli
- D. Hurrell
- Kathleen Lynch
In Experimental and Cognitive Psychology
- Bethany Rittle-Johnson
- Jon Star
- Kristie J. Newton
- Michael Schneider
- Kathleen Lynch
- Martha W. Alibali
- Timothy J. Nokes-Malach
- Noelle M. Crooks
In Statistics and Probability
- Jon Star
- Bethany Rittle-Johnson
- Lindsey E. Richland
- Michael Schneider
- Kristie J. Newton
- Kreshnik Begolli
- D. Hurrell
- Kathleen Lynch
Citations in the corpus
- Flexibility in Problem Solving: The Case of Equation Solving. (2008, methodology): “This label makes clear that we are referring to direct instruction as the way in which students were exposed to a strategy, in line with previous research that considers demonstrations of strategies, either by the experimenter or through written worked examples, as direct instruction (Alibali, 1999;”