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Stanislaw Schukajlow-Wasjutinski/Publikationen (Quelltext anzeigen)
Version vom 16. April 2018, 20:10 Uhr
, 16. April 2018Neue Publikationen wurden hinzugefügt
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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. | ||