Erroneous examples in refutational text to address the phenomenal sign misconception in equations and inequalities.
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- Instructional Science, 2025, v. 53, n. 2, p. 315, doi. 10.1007/s11251-024-09688-2
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- Article
Works matching IS 00204277 AND DT 2025 AND VI 53 AND IP 2
Results: 7
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Making crosscutting concepts explicit for senior high school students through concept-based instructions and improving their understanding thereof.
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- Instructional Science, 2025, v. 53, n. 2, p. 283, doi. 10.1007/s11251-024-09687-3
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- Article
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The roles that students' ethnicity and achievement levels play in teachers' choice of learning materials in online teaching: evidence from two experimental studies.
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- Instructional Science, 2025, v. 53, n. 2, p. 263, doi. 10.1007/s11251-024-09681-9
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- Article
4
Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game.
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- Instructional Science, 2025, v. 53, n. 2, p. 203, doi. 10.1007/s11251-024-09679-3
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- Article
5
Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo- and co-taught classes.
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- Instructional Science, 2025, v. 53, n. 2, p. 239, doi. 10.1007/s11251-024-09678-4
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- Article
6
Actor-network theory as a new direction in research on educational dialogues.
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- Instructional Science, 2025, v. 53, n. 2, p. 173, doi. 10.1007/s11251-024-09669-5
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- Article
7
Beliefs influence argumentative essay writing.
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- Instructional Science, 2025, v. 53, n. 2, p. 151, doi. 10.1007/s11251-024-09663-x
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- Article