Änderungen

*[[Stanislaw Schukajlow-Wasjutinski|Schukajlow,  S.]], Krug, A., & [[Katrin Rakoczy|Rakoczy, K.]] (2015). Effects of prompting multiple solutions for modelling problems on students’ performance. Educational Studies in Mathematics, 89(3), 393-417.

*[[Stanislaw Schukajlow-Wasjutinski|Schukajlow,  S.]], Krug, A., & [[Katrin Rakoczy|Rakoczy, K.]] (2015). Effects of prompting multiple solutions for modelling problems on students’ performance. Educational Studies in Mathematics, 89(3), 393-417.

*[[Stanislaw Schukajlow-Wasjutinski|Schukajlow,  S.]], & Krug, A. (2014). Do multiple solutions matter? Prompting multiple solutions, interest, competence, and autonomy. Journal for Research in Mathematics Education, 45(4), 497-533.

*[[Stanislaw Schukajlow-Wasjutinski|Schukajlow,  S.]], & Krug, A. (2014). Do multiple solutions matter? Prompting multiple solutions, interest, competence, and autonomy. Journal for Research in Mathematics Education, 45(4), 497-533.

*[[Stanislaw Schukajlow-Wasjutinski|Schukajlow,  S.]], [[Dominik Leiß|Leiss, D.]], [[Reinhard Pekrun|Pekrun, R.]], [[Werner Blum|Blum, W.]], Müller, M. & [[Rudolf Messner|Messner, R.]] (2012). Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics 79(2), 215-237.

*[[Stanislaw Schukajlow-Wasjutinski|Schukajlow,  S.]], [[Dominik Leiß|Leiss, D.]], [[Reinhard Pekrun|Pekrun, R.]], [[Werner Blum|Blum, W.]], Müller, M. & [[Rudolf Messner|Messner, R.]] (2012). Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and [[Selbstwirksamkeit|self-efficacy]] expectations. Educational Studies in Mathematics 79(2), 215-237.

Weitere Publikationen und Vorträge finden Sie auf der Homepage.

Weitere Publikationen und Vorträge finden Sie auf der Homepage.