Obras na Biblioteca
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Should mathematics teachers be humorous? A study based on the instructional humor processing theory
Frontiers in Psychology, v. 16 · DOI 10.3389/fpsyg.2025.1668887
Download disponível Baixar PDF na fonte: Should mathematics teachers be humorous? A study based on the instructional humor processing theory (abre em nova aba) Acessar texto completo: Should mathematics teachers be humorous? A study based on the instructional humor processing theory (abre em nova aba) -
Factors influencing AI adoption by Chinese mathematics teachers in STEM education
Scientific Reports, v. 15, n. 1 · DOI 10.1038/s41598-025-06476-x
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Awareness, acceptance, and adoption of Gen-AI by K-12 mathematics teachers: an empirical study integrating TAM and TPB
BMC Psychology, v. 13, n. 1 · DOI 10.1186/s40359-025-02781-2
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Exploring the determinants of mathematics teachers’ willingness to implement STEAM education using structural equation modeling
Scientific Reports, v. 15, n. 1 · DOI 10.1038/s41598-025-90772-z
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Critical factors affecting the participation of mathematics teachers in professional development training
Current Psychology, v. 43, n. 43 · DOI 10.1007/s12144-024-06850-4
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Examining Chinese preservice mathematics teachers’ adoption of AI chatbots for learning: Unpacking perspectives through the UTAUT2 model
Education and Information Technologies, v. 30, n. 2 · DOI 10.1007/s10639-024-12837-2
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Factors influencing microgame adoption among secondary school mathematics teachers supported by structural equation modelling-based research
Frontiers in Psychology, v. 13 · DOI 10.3389/fpsyg.2022.952549
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What is effective classroom dialog? A comparative study of classroom dialog in Chinese expert and novice mathematics teachers’ classrooms
Frontiers in Psychology, v. 13 · DOI 10.3389/fpsyg.2022.964967
Download disponível Baixar PDF na fonte: What is effective classroom dialog? A comparative study of classroom dialog in Chinese expert and novice mathematics teachers’ classrooms (abre em nova aba) Acessar texto completo: What is effective classroom dialog? A comparative study of classroom dialog in Chinese expert and novice mathematics teachers’ classrooms (abre em nova aba) -
The relationship between propositional teacher knowledge and classroom teaching practice: the case of Chinese novice mathematics teachers
Asia Pacific Journal of Education, v. 45, n. 1 · DOI 10.1080/02188791.2022.2096570