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Valuing pedagogies: Parents’ affective, behavioral, and cognitive approaches to preschoolers’ mathematical gameplay in virtual reality |
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Exploring valuing pedagogies across grade levels: Insights from Ghana’s standards-based mathematics curricula |
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| 2025-12 |
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| 2025-12 |
Designing play for ecological happiness: A preservice teacher education collaboration in zoology, history, and psychology |
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| 2025-12 |
Cross-disciplinary experiential tasks for beginning Vietnamese learners: A self-determination theory intervention |
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| 2025-08 |
Self-regulated learning in playing 2D and 3D games: The affect, behavior, and cognition triad |
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| 2025-07 |
Valuing pedagogy in implementing an affect-focused mathematics teaching with technology support: Valuing playful teaching vs. game technology |
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| 2024-10 |
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| 2024-10 |
“Affect” and Affective Education: What, why, and how through a journey from educational psychology to a dialogue with math education |
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| 2024-09 |
思覺行盼的教育心理學觀點：數學奠基進教室的課程分析 |
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| 2024-08 |
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| 2024-08 |
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| 2024-07 |
Values and valuing pedagogies in affect-focused mathematics teaching |
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| 2024-07 |
Valuing playful teaching for game-technology-supported affect-focused mathematics teaching |
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| 2024-06 |
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| 2024-06 |
A bio-eco-tech model for teacher-researcher collaboration to implement an innovative, technological pedagogy for affect-focused mathematics learning |
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| 2024-06 |
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Technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends |
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| 2024-05 |
Taiwan mathematics curriculum’s embedded values and valuing pedagogies: Evolving toward a multidimensional framework through cultural comparison research |
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