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The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science |
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63 | 56 |
| 2009.02 |
Approaches to the teaching of creative and non-creative mathematical problems |
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31 | 24 |
| 2011.03 |
Taiwanese Teachers’ Implementation of a New ‘Constructivist Mathematics Curriculum’: How Cognitive and Affective Issues are Addressed |
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21 | 17 |
| 2012.02 |
Identification and assessment of Taiwanese children’s conceptions of learning mathematics |
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18 | 11 |
| 2019-05 |
Exploring models for increasing the effects of school information and communication technology use on learning outcomes through outside-school use and socioeconomic status mediation: The Ecological Techno-Process. |
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16 | 10 |
| 2013.04 |
Tensions in implementing the `energy-conservation/carbon-reduction` policy in Taiwanese culture |
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9 | 9 |
| 2012.06 |
Differential psychological processes underlying the skill-development model and self-enhancement model across mathematics and science in 28 countries |
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11 | 7 |
| 2015-06 |
Creative behaviours in mathematics: Relationships with abilities, demographics, affects and gifted behaviours |
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| 2016-12 |
The Challenge of Learning Physics Before Mathematics: A Case Study of Curriculum Change in Taiwan |
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| 2023-09 |
Making open educational resource videos on sustainable development: Students’ attitudes, rationales, and approaches |
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1 | 1 |
| 2022-06 |
Online mathematics education as bio-eco-techno process: bibliometric analysis using co-authorship and bibliographic couplin |
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說明頁(157) |
3 | 1 |
