Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy

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Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “2013; Schukajlow and Krug 2014).”
Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “…2007; LevavWaynberg and Leikin 2012), the fostering of metacognitive activities (Schukajlow and Krug 2013b), self-regulation (Schukajlow and Krug 2012), preferences for solving problems with multiple solutions, and experiences of autonomy, competence, and interest (Schukajlow and Krug 2014b).”
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan (2021, background): “As affect and modelling competence are related to each other (Chamberlin, 2019; Schukajlow & Krug, 2014a), enhancing interest in modelling is also beneficial for students’ modelling competence.”
Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics (2017, background): “In contrast, Schukajlow and his associates (Schukajlow et al. 2012; Schukajlow and Krug 2014) identified teaching practices that”