Can visual aids in representational illustrations help pupils to solve mathematical word problems more realistically? Tinne DewolfWim Van DoorenLieven Verschaffel OriginalPaper 06 June 2016 Pages: 335 - 351
Developing the concept of perimeter and area in students with learning disabilities (LD) Alex KozulinSigalit Kazaz OriginalPaper 11 May 2016 Pages: 353 - 366
Detrimental effects of immediate explanation feedback Julian RoelleNatalie Rahimkhani-SagvandKirsten Berthold OriginalPaper 09 September 2016 Pages: 367 - 384
“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement Francisco PeixotoCristina SanchesVera Monteiro OriginalPaper 24 March 2016 Pages: 385 - 405
Academic self-concept and achievement in Polish primary schools: cross-lagged modelling and gender-specific effects Paweł GrygielMichał ModzelewskiJolanta Pisarek OriginalPaper Open access 12 April 2016 Pages: 407 - 429
Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time Marit WijnenSofie M. M. LoyensHenk van der Molen OriginalPaper Open access 16 March 2016 Pages: 431 - 447
Development of SFON in Ecuadorian Kindergartners Gina BojorqueJoke TorbeynsLieven Verschaffel OriginalPaper 26 May 2016 Pages: 449 - 462
Children with multiple stays at refuges for abused women and their experiences of teacher recognition Sabreen SelvikArild RaaheimCarolina Øverlien OriginalPaper 23 April 2016 Pages: 463 - 481
Do teachers’ conflicting testimonies influence children’s decisions about unconventional rules of counting? Ileana EnescoPurificación RodríguezAna Escudero OriginalPaper 10 October 2016 Pages: 483 - 500
The role of teacher-related factors in mathematics skills between children attending Estonian-speaking and Russian-speaking schools Reelika SuvisteAnu PaluNoona Kiuru OriginalPaper 19 July 2016 Pages: 501 - 520
