Enhancing students’ mathematical beliefs: an intervention study
By Lucia Mason, Luisa Scrivani. 2004
110 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/85359f78a51ee47f2974b3dcd8cd7967c3d8ecf2
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Jeffrey Alan Greene
- Ivar Bråten
- William A. Sandoval
- M. Veenman
- Sarit Barzilai
- Roger Azevedo
- B. V. van Hout-Wolters
- B. Hofer
In Education
- Jeffrey Alan Greene
- Ivar Bråten
- William A. Sandoval
- M. Veenman
- Lieven Verschaffel
- W. Van Dooren
- Sarit Barzilai
- Roger Azevedo
Citations in the corpus
- Instructing Low‐Achievers in Mathematical Word Problem Solving (2010, unknown): “Mason & Scrivani, 2004 ; Verschaffel et al, 2000 ).”
- Metacognition and learning: conceptual and methodological considerations (2006, background): “A large group of researchers is involved in determining the complex relations between metacognitive experiences, epistemological beliefs, metacognitive knowledge, and self-regulation on the one hand, and motivational processes, self-efficacy, and study interests on the other (Boekaerts, 1997; Efklid”
- Personal Epistemology and Culture (2008, background): “A considerable body of research has been conducted in Europe (e.g., Braten et al., 2005; Bromme, 2003; Cano, 2005; Clarebout et al., 2001; De Corte et al., 2002; Mason, 2003b; Mason & Boscolo, 2004; Mason & Scrivani, 2004 ), with collegial interaction on the topic facilitated through a formal netwo”
- Understanding and Promoting Thinking About Knowledge (2016, background): “In elementary classrooms, intervention work in science (e.g., Metz, 2011; Ryu & Sandoval, 2012), mathematics (e.g., Mason & Scrivani, 2004; Verschaffel et al., 1999), history (Nokes, 2014; VanSledright, 2002), and language arts (Reznitskaya et al., 2012) suggests how engagement in scaffolded…”
- AN INVESTIGATION ON CHINESE TEACHERS’ REALISTIC PROBLEM POSING AND PROBLEM SOLVING ABILITY AND BELIEFS (2011, background): “More specifically, it is argued that students’ neglect of real-world considerations is mainly caused by two aspects of the instructional practice and culture, namely (1) the stereotyped and unrealistic nature of the word problems used in the textbooks and in the classroom and (2) the way in which th”