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[[Stanislaw Schukajlow-Wasjutinski|zurück zur Personenseite von Stanislaw Schukajlow-Wasjutinski]] | [[Stanislaw Schukajlow-Wasjutinski|zurück zur Personenseite von Stanislaw Schukajlow-Wasjutinski]] | ||
==Veröffentlichungen== | ==Veröffentlichungen== | ||
*Schukajlow, S., & Blum, W. (Eds.). (2018). Evaluierte Lernumgebungen zum Modellieren. Wiesbaden: Springer Spektrum. | |||
*Schukajlow, S., Kaiser, G., & Stillman, G. (2018). Empirical research on teaching and learning of mathematical modelling: a survey on the current state-of-the-art. ZDM Mathematics Education, 50. doi:10.1007/s11858-018-0933-5. | |||
*Krawitz, J., & Schukajlow, S. (2018). Do students value modelling problems, and are they confident they can solve such problems? Value and self-efficacy for modelling, word, and intra-mathematical problems. ZDM Mathematics Education. doi:10.1007/s11858-017-0893-1. | |||
*Rellensmann, J., & Schukajlow, S. (2018). Do students enjoy computing a triangle's side? Enjoyment and boredom while solving problems with and without a connection to reality from students' and pre-service teachers' perspectives. Journal für Mathematikdidaktik, 39, 171-196. | |||
*Schukajlow, S., Rakoczy, K., & Pekrun, R. (2017). Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions. ZDM Mathematics Education, 49(3), 307-322. | |||
*Liebendörfer, M., & Schukajlow, S. (2017). Interest development during the first year at university: do mathematical beliefs predict interest in mathematics? ZDM Mathematics Education, 49(3), 355-366. | |||
*Rellensmann, J., Schukajlow, S., & Leopold, C. (2017). Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance. Educational Studies in Mathematics, 95, 53-78. | |||
*Rellensmann, J., & Schukajlow, S. (2017). Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality. ZDM Mathematics Education, 49(3), 367-378 . | |||
*[[Stanislaw Schukajlow-Wasjutinski|Schukajlow, S.]], & [[Katrin Rakoczy|Rakoczy, K.]] (2016). The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics? Learning and Instruction, 44, 117-127. | *[[Stanislaw Schukajlow-Wasjutinski|Schukajlow, S.]], & [[Katrin Rakoczy|Rakoczy, K.]] (2016). The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics? Learning and Instruction, 44, 117-127. | ||
*[[Stanislaw Schukajlow-Wasjutinski|Schukajlow, S.]], [[Jana Kolter|Kolter, J.]], & [[Werner Blum|Blum, W.]] (2015). Scaffolding mathematical modelling with a solution plan. ZDM Mathematics Education. 47(7), 1241-1254. | *[[Stanislaw Schukajlow-Wasjutinski|Schukajlow, S.]], [[Jana Kolter|Kolter, J.]], & [[Werner Blum|Blum, W.]] (2015). Scaffolding mathematical modelling with a solution plan. ZDM Mathematics Education. 47(7), 1241-1254. | ||
Aktuelle Version vom 16. April 2018, 20:10 Uhr
zurück zur Personenseite von Stanislaw Schukajlow-Wasjutinski
Veröffentlichungen
- Schukajlow, S., & Blum, W. (Eds.). (2018). Evaluierte Lernumgebungen zum Modellieren. Wiesbaden: Springer Spektrum.
- Schukajlow, S., Kaiser, G., & Stillman, G. (2018). Empirical research on teaching and learning of mathematical modelling: a survey on the current state-of-the-art. ZDM Mathematics Education, 50. doi:10.1007/s11858-018-0933-5.
- Krawitz, J., & Schukajlow, S. (2018). Do students value modelling problems, and are they confident they can solve such problems? Value and self-efficacy for modelling, word, and intra-mathematical problems. ZDM Mathematics Education. doi:10.1007/s11858-017-0893-1.
- Rellensmann, J., & Schukajlow, S. (2018). Do students enjoy computing a triangle's side? Enjoyment and boredom while solving problems with and without a connection to reality from students' and pre-service teachers' perspectives. Journal für Mathematikdidaktik, 39, 171-196.
- Schukajlow, S., Rakoczy, K., & Pekrun, R. (2017). Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions. ZDM Mathematics Education, 49(3), 307-322.
- Liebendörfer, M., & Schukajlow, S. (2017). Interest development during the first year at university: do mathematical beliefs predict interest in mathematics? ZDM Mathematics Education, 49(3), 355-366.
- Rellensmann, J., Schukajlow, S., & Leopold, C. (2017). Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance. Educational Studies in Mathematics, 95, 53-78.
- Rellensmann, J., & Schukajlow, S. (2017). Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality. ZDM Mathematics Education, 49(3), 367-378 .
- Schukajlow, S., & Rakoczy, K. (2016). The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics? Learning and Instruction, 44, 117-127.
- Schukajlow, S., Kolter, J., & Blum, W. (2015). Scaffolding mathematical modelling with a solution plan. ZDM Mathematics Education. 47(7), 1241-1254.
- Schukajlow, S., Krug, A., & Rakoczy, K. (2015). Effects of prompting multiple solutions for modelling problems on students’ performance. Educational Studies in Mathematics, 89(3), 393-417.
- Schukajlow, S., & Krug, A. (2014). Do multiple solutions matter? Prompting multiple solutions, interest, competence, and autonomy. Journal for Research in Mathematics Education, 45(4), 497-533.
- Schukajlow, S., Leiss, D., Pekrun, R., Blum, W., Müller, M. & Messner, R. (2012). Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics 79(2), 215-237.
- Schukajlow, S. & Blum, W. (2011). Zum Einfluss der Klassengröße auf Modellierungskompetenz, Selbst- und Unterrichtswahrnehmungen von Schülern in selbständigkeitsorientierten Lehr-Lernformen. Journal für Mathematikdidaktik, 32(2), 133-151.
- Schukajlow, S., Blum, W., Messner, R., Pekrun, R., Leiss, D., Müller, M. (2009). Unterrichtsformen, erlebte Selbständigkeit, Emotionen und Anstrengung als Prädiktoren von Schülerleistungen bei anspruchsvollen mathematischen Modellierungsaufgaben. Unterrichtswissenschaft, 37 (2), 164-186.
- Schukajlow, S. (2011). Mathematisches Modellieren. Schwierigkeiten und Strategien von Lernenden als Bausteine einer lernprozessorientierten Didaktik der neuen Aufgabenkultur. Münster u.a.: Waxmann.
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