Universitetet i Agder

Publications

2022

Hadjerrouit S., Hansen N.K. (2022). Undergraduate Mathematics Students Engaging in Problem-Solving Through Computational Thinking and Programming: A Case Study. In: Ifenthaler D., Isaías P., Sampson D.G. (eds.). Orchestration of Learning Environments in the Digital World. Cognition and Exploratory Learning in the Digital Age (pp. 197-214). Springer, Cham. https://doi.org/10.1007/978-3-030-90944-4_11.

Radmehr, F., Goodchild, S. Switching to Fully Online Teaching and Learning of Mathematics: The Case of Norwegian Mathematics Lecturers and University Students During the Covid-19 Pandemic. Int. J. Res. Undergrad. Math. Ed. (2022). https://doi.org/10.1007/s40753-021-00162-9

2021

Balyk, N., Vasylenko, Y., Grod, I., Oleksiuk, V., & Rogovchenko, Y. (2021). Project-based learning in a computer modelling course. Journal of Physics: Conference Series (JPCS). doi:http://dx.doi.org10.1088/1742-6596/1840/1/012032

Barattucci, M., Zakariya, Y. F., & Ramaci, T. (2021). Academic Achievement and Delay: A Study with Italian Post-Graduate Students in Psychology. International Journal of Instruction, 14(4), 1-20. Retrieved from http://www.e-iji.net

Bas-Ader, S., Erbas, A. K., Cetinkaya, B., Alacaci, C., & Cakiroglu, E. (2021). Secondary mathematics teachers’ noticing of students’ mathematical thinking through modeling‑based teacher investigations. Mathematics Education Research Journal. doi:http://dx.doi.org10.1007/s13394-021-00389-4

Birkeland, L., & Nossum, R. T. (2021). A letter from Malevich to Semevsky about Kovalevskaya. Historia Mathematica, 28. doi:http://dx.doi.org10.1016/j.hm.2021.07.003

Carlsen, M., Breive, S., (2021). The nature of mathematical inquiry amongst kindergarten children: more than questioning and verbalisations. In Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021 (Vol. 141, pp. 296): SMDF, Swedish Society for Research in Mathematics Education

Cramer, J., Knipping, C., Reid, D. A., & Specht, B. (2021). Documenting and developing the current German lexicon. In Teachers Talking about their Classrooms Learning from the Professional Lexicons of Mathematics Teachers around the World (pp. 296): Routledge.

Cramer, J., Knipping, C., Reid, D. A., & Specht, B. (2021). German lexicon. In Teachers Talking about their Classrooms Learning from the Professional Lexicons of Mathematics Teachers around the World (pp. 296): Routledge.

Cramer, J. C., Knipping, C. D., Reid, D. A., & Specht, B. (2021). Documenting and developing the German lexicon. In Teachers Talking about their Classrooms Learning from the Professional Lexicons of Mathematics Teachers around the World (pp. 296): Routledge.

Frejd, P., & Vos, P. (2021). A commentary on the Special Issue “Innovations in measuring and fostering mathematical modelling competencies”. Educational Studies in Mathematics, 1-14. doi:http://dx.doi.org10.1007/s10649-021-10122-4

Goodchild, S., Bjørkestøl, K., Borge, I. C., Nilsen, H. K., & Tonheim, O. H. M. (2021). Educating to inspire active learning approaches in mathematics in Norwegian universities. Nordic Journal of STEM Education, 5(1). doi:http://dx.doi.org10.5324/njsteme.v5i1.3972

Greefrath, G., & Vos, P. (2021). Video-based word problems or modelling projects – classifying ICT-based modelling tasks. In Mathematical modelling education in East and West (pp. 666): Springer.

Grevholm, B. (2021). Recent Nordic research in mathematics education illustrated by examples from NORMA17. Mathematics, 9(8), 26. doi:http://dx.doi.org10.3390/math9080803

Guribye, E., Rambø, G.-R., Kristiansen, A., Berg, C. V., Hellang, B. V., Haraldstad, Å., & Hauge, E. S. (2021). Inquiry-based learning as a tool during transitions in the teacher education program. UNIPED, 44(1), 60-74. doi:http://dx.doi.org10.18261/issn.1893-8981-2021-01-06

Hadjerrouit, S., & Nnagbo, C. I. (2021). Exploring Numbas Formative Feedback for Teaching and Learning Mathematics: An Affordance Theory Perspective. In Proceedings of the 18th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA2021) (pp. 374): IADIS Press.

Hansen, N. K., & Hadjerrouit, S. (2021). Exploring Students’ Computational Thinking for Mathematical Problem-Solving: A Case Study. In Proceedings of the 18th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA2021) (pp. 374): IADIS Press.

Hundeland, P. S., & Pettersen, P. (2021). A comparative study of supplemental instruction and small group teaching. In Supplemental Instruction Volume 2: Student Learning Processes (pp. 161): Waxmann Verlag.

Landgärds, I. M. (2021). The Impact of a Mathematics Bridging Intervention on the Inclusivity of a University Economics Programme. Nordic Journal of STEM Education, 5. Retrieved from http://hdl.handle.net/10852/85863

https://www.ntnu.no/ojs/index.php/njse

Liakos, Y., Gerami, S., Mesa, V., Judson, T., & Ma, Y. (2021). How an inquiry-oriented textbook shaped a calculus instructor’s planning. International Journal of Mathematical Education in Science and Technology, 0. doi:http://dx.doi.org10.1080/0020739X.2021.1961171

Mesa, V., Ma, Y., Quiroz, C., Gerami, S., Liakos, Y., Judson, T., & Chamberlain, L. (2021). University instructors’ use of questioning devices in mathematics textbooks: an instrumental approach. ZDM: Mathematics Education, 53(6), 1299-1311. doi:http://dx.doi.org10.1007/s11858-021-01296-5

Njoga, E. O., Zakariya, Y. F., Jaja, I. F., Okoli, C. E., & Mshelbwala, P. P. (2021). Global epidemiology of coronavirus disease 2019 and lessons for effective control of this and future pandemics. International Journal of One Health, 7(1), 78-87. doi:http://dx.doi.org10.14202/IJOH.2021.78-87

Radmehr, F., & Drake, M. (2021). Exploring students’ metacognition in relation to an integral-area evaluation task. Skrifter från Svensk förening för matematikdidaktisk forskning(14), 217-224. Retrieved from https://www.waxmann.com/index.php?eID=download&buchnr=4325

http://matematikdidaktik.org/

Radmehr, F., & Goodchild, S. (2021). Online mathematics teaching and learning during the COVID-19 pandemic: The perspective of lecturers and students. Nordic Journal of STEM Education, 5(1), 5. doi:http://dx.doi.org10.5324/njsteme.v5i1.3914

Radmehr, F., Nedaei, M., & Rezvanifard, F. (2021). Task design in Engineering mathematical courses: The case of problem posing and puzzle tasks. In Blended Learning in Engineering Education: challenging, enlightening – and lasting? SEFI 49th Annual Conference (pp. 1594): Société européenne pour la formation des ingénieurs (SEFI).

Rege, M., Størksen, I., Solli, I. C. F., Kalil, A., Megan M., M., Ten Braak, D., . . . Hundeland, P. S. (2021). The Effects of a Structured Curriculum on Preschool Effectiveness: A Field Experiment. The Journal of human resources, 37. doi:http://dx.doi.org10.3368/jhr.0220-10749R3

Reid, D. A., Cramer, J., Knipping, C., & Specht, B. (2021). German Lexicon. In Teachers Talking about their Classrooms Learning from the Professional Lexicons of Mathematics Teachers around the World (pp. 296): Routledge.

Reid, D. A., Shinno, Y., Komatsu, K., Tsujiyama, (2021). TOULMIN ANALYSIS OF META-MATHEMATICAL ARGUMENTATION IN A JAPANESE GRADE 8 CLASSROOM. Teaching Students to Think Mathematically Through Inquiry: The Norwegian Experience. In Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 336): Thailand Society of Mathematics Education

Y., Rogovchenko, S., & Rogovchenko, Y. eaching Students to Think Mathematically Through Inquiry: The Norwegian Experience. I: Inquiry in University Mathematics Teaching and Learning. The Platinum Project.Nakladatelství Masarykovy univerzity.

Rogovchenko, Y. (2021). Mathematical Modelling with Biology Undergraduates: Balancing Task Difficulty and Level of Support. In Mathematical modelling education in East and West (pp. 666): Springer.

Rogovchenko, Y., Astafieva, M., Hernandez Martinez, P., Lytvyn, O., Morze, N., Pátíková, Z., . . . Rebenda, J. (2021). Mathematical Modelling and Inquiry-Based Mathematics Education

Origins and Implementation of the Project. In Inquiry in University Mathematics Teaching and Learning. The Platinum Project (pp. 370): Nakladatelství Masarykovy univerzity.

Siegmund-Schultze, R. (2021). “The First Mathematically Serious German School of Applied Mathematics”? Richard Von Mises in the Field of Tension Between Pure and Engineering Mathematics in Post-WWI Berlin. In Mathematical Communities in the Reconstruction After the Great War 1918–1928 (pp. 191-225): Birkhäuser Verlag.

Siegmund-Schultze, R. (2021). Kein Überleben für einen älteren Mathematiker: Felix Hausdorffs gescheiterte Emigration und Tod. Mitteilungen der Deutschen Mathematiker-Vereinigung (DMV), 29(3), 132-136. doi:http://dx.doi.org10.1515/dmvm-2021-0052

Tetaj, F. (2021). An Analytical Scheme to Characterise the Mathematical Discourse of Biology Tasks. In Mathematical modelling education in East and West (pp. 666): Springer.

Viirman, O. L., & Nardi, E. (2021). Running to keep up with the lecturer or gradual de-ritualization? Biology students’ engagement with construction and data interpretation graphing routines in mathematical modelling tasks. Journal of Mathematical Behavior, 62, 12. doi:http://dx.doi.org10.1016/j.jmathb.2021.100858

Zakariya, Y. F. (2021). Application of an innovative alignment optimisation method to a cross-cultural mean comparison of teacher self-efficacy: A cross-country study. Heliyon, 7(22). doi:http://dx.doi.org10.1016/j.heliyon.2021.e08212

Zakariya, Y. F. (2021). Self-efficacy between previous and current mathematics performance of undergraduate students: an instrumental variable approach to exposing a causal relationship. Frontiers in Psychology, 11, 1-11. doi:http://dx.doi.org10.3389/fpsyg.2020.556607

Zakariya, Y. F. (2021). Variations of engineering students’ attitude towards mathematics across gender and age: A MIMIC model approach. In The proceeding of 20th SEFI Special Interest Group in Mathematics - SIG in Mathematics conference (pp. 99): Société européenne pour la formation des ingénieurs (SEFI).

Zakariya, Y. F., & Massimiliano, B. (2021). Development of mathematics motivation scale: A preliminary exploratory study with a focus on secondary school students. International Journal of Progressive Education, 17(1), 314-324. doi:http://dx.doi.org10.29329/ijpe.2020.329.20

Zakariya, Y. F., Nilsen, H. K., Bjørkestøl, K., & Goodchild, S. (2021). Analysis of relationships between prior knowledge, approaches to learning, and mathematics performance among engineering students. International Journal of Mathematical Education in Science and Technology. doi:http://dx.doi.org10.1080/0020739X.2021.1984596

2020

Amani, A., Alamolhodaei, H., Ghanbari, R., & Radmehr, F. (2020). An epidemiological model for predicting students’ mathematics anxiety. Journal of Interdisciplinary Mathematics (JIM, 1-13. doi:http://dx.doi.org10.1080/09720502.2020.1786938

Barwell, R., Lunney Borden, L., Manuel, D., Reid, D. A., Savard, A., Simmt, E., & Suurtamm, C. (2020). Researching Mathematics Pedagogy. In Researching Pedagogy and Practice with Canadian Mathematics Teachers (pp. 245): Information Age Publishing.

doi:http://dx.doi.org10.1093/imrn/rnaa035

Bingolbali, E., Demir, G., & Monaghan, J. D. (2020). Knowledge of Sets: a Didactic Phenomenon. International Journal of Science and Mathematics Education, 22. doi:http://dx.doi.org10.1007/s10763-020-10106-5

Breive, S. (2020). The Materialisation of Children’s Mathematical Thinking Through Organisation of Turn-Taking in Small Group Interactions in Kindergarten. In Mathematics education in the early years : Results from the POEM4 conference, 2018 (pp. 448): Springer Nature.

Breive, S. (2020). Student–teacher dialectic in the co-creation of a zone of proximal development: an example from kindergarten mathematics. European Early Childhood Education Research Journal, 28(3), 12. doi:http://dx.doi.org10.1080/1350293X.2020.1755498

Brodahl, C., Larson, N., Wathne, U., & Bjørkestøl, K. (2020). Developing further support for in-service teachers’ implementation of a reasoning-and-proving activity and their identification of students’ level of mathematical argumentation. Journal of the International Society for Teacher Education, 24(2), 73-87. Retrieved from http://isfte.hkbu.edu.hk/index.php/jiste-our-bi-annual-journal/journal-volumes/publicly-accessibly-abstracts-only/

Bruns, J., Carlsen, M., Eichen, L., Erfjord, I., & Hundeland, P. S. (2020). Situational perception in mathematics (SPiM) – Results of a cross-country study in Austria and Norway. In Mathematics education in the early years : Results from the POEM4 conference, 2018 (pp. 448): Springer Nature.

Farsani, D., Radmehr, F., Alizadeh, M., & Zakariya, Y. F. (2020). Unpacking the black-box of students’ visual attention in Mathematics and English classrooms: Empirical evidence using mini-video recording gadgets. Journal of Computer Assisted Learning, 1-9. doi:http://dx.doi.org10.1111/jcal.12522

Fleischmann, Y., Gueudet, G., Hadjerrouit, S., & Nicolas, P. (2020). Tertiary education in the digital age. International Network for Didactic Research in University Mathematics : INDRUM, 3, 29-46. Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12522

https://hal.archives-ouvertes.fr/INDRUM/

Fredriksen, H. (2020). Exploring Realistic Mathematics Education in a Flipped Classroom Context at the Tertiary Level. International Journal of Science and Mathematics Education, 20. doi:http://dx.doi.org10.1007/s10763-020-10053-1

Fredriksen, H. (2020). Investigating the affordances of a flipped mathematics classroom from an activity theoretical perspective. Teaching Mathematics and its Applications, 16. doi:http://dx.doi.org10.1093/teamat/hraa011

Fredriksen, H., & Hadjerrouit, S. (2020). Exploring engineering students’ participation in flipped mathematics classroom: A discursive approach. Nordisk matematikkdidaktikk, 25(1), 45-64. Retrieved from https://academic.oup.com/teamat/advance-article/doi/10.1093/teamat/hraa011/5983752

Ginga, U. A., & Zakariya, Y. F. (2020). Impact of a Social Constructivist Instructional Strategy on Performance in Algebra with a Focus on Secondary School Students. Education Research International, 8. doi:http://dx.doi.org10.1155/2020/3606490

Goodchild, S., Apkarian, N., Rasmussen, C., & Katz, B. (2020). Critical stance within a community of inquiry in an advanced mathematics course for pre-service teachers. Journal of Mathematics Teacher Education, 22. doi:http://dx.doi.org10.1007/s10857-020-09456-2

Hadjerrouit, S. (2020). Exploring the affordances of Numbas for mathematical learning: A case study. International Network for Didactic Research in University Mathematics : INDRUM, 3, 453-462. Retrieved from https://hdl.handle.net/11250/2729052

Hadjerrouit, S. (2020). Exploring the Affordances of SimReal for Learning Mathematics in Teacher Education: A Socio-Cultural Perspective. In Computer Supported Education. 11th International Conference, CSEDU 2019, Heraklion, Crete, Greece, May 2-4, 2019, Revised Selected Papers (pp. 648): Springer Nature.

Hadjerrouit, S. (2020). Using Affordances and Constraints to Evaluate the Use of a Formative e-Assessment System in Mathematics Education. In CSEDU 2020 - Proceedings of the 12th International Conference on Computer Supported Education, Volume 1 May 2 - 4, 2020 Sponsored by (pp. 720): SciTePress.

Hadjerrouit, S., & Hansen, N. K. (2020). Challenges encountered in mathematical problem-solving through computational thinking and programming activities. In Proceedings of the Tenth ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA), 16-18 September 2020 in Linz, Austria (pp. 513): European Society for Research in Mathematics Education.

Hadjerrouit, S., & Hansen, N. K. (2020). Students Engaging in Mathematical Problem-Solving through Computational Thinking and Programming Activities: A Synthesis of thwo Opposite Experiences. In Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020) (pp. 419): IADIS Press.

Hundeland, P. S., Carlsen, M., & Erfjord, I. (2020). Qualities in mathematical discourses in kindergartens. ZDM: Mathematics Education, 52(4), 691-702. doi:http://dx.doi.org10.1007/s11858-020-01146-w

Janßen, T., Vallejo-Vargas, E., Bikner-Ahsbahs, A., & Reid, D. A. (2020). Design and Investigation of a Touch Gesture for Dividing in a Virtual Manipulative Model for Equation-solving. Digital Experiences in Mathematics Education, 6, 166-190. doi:http://dx.doi.org10.1007/s40751-020-00070-8

Li, T., & Rogovchenko, Y. (2020). On the asymptotic behavior of solutions to a class of third-order nonlinear neutral differential equations. Applied Mathematics Letters, 105. doi:http://dx.doi.org10.1016/j.aml.2020.106293

Nilsen, H. K. (2020). First-year university students making sense of symbols in integration. International Network for Didactic Research in University Mathematics : INDRUM, 248-257. Retrieved from https://hal.archives-ouvertes.fr/INDRUM/

Poudel, A. B., Vos, P., & Shults, F. L. (2020). Students of Religion Studying Social Conflict through Simulation and Modelling - An Exploration. In Advances in Social Simulation. Looking in the Mirror (pp. 521): Springer Nature.

Radmehr, F., & Drake, M. (2020). Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus. Education Sciences, 10(3), 20. doi:http://dx.doi.org10.3390/educsci10030055

Radmehr, F., Nedaei, M., & Drake, M. (2020). Exploring undergraduate engineering students’ competencies and attitudes towards mathematical problem posing in integral calculus. In Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (pp. 528): University of Carthage and INDRUM.

Reid, D. A. (2020). Observing the Observers: Reflections on Our Research. In Researching Pedagogy and Practice with Canadian Mathematics Teachers (pp. 245): Information Age Publishing.

Reid, D. A. (2020). Seeking Patterns in Pedagogy: A Topical Analysis. In Researching Pedagogy and Practice with Canadian Mathematics Teachers (pp. 245): Information Age Publishing.

Reid, D. A., (2020). Learning to teach a mathematical emotional orientation. In FLM Monograph 1: Proceedings of a Symposium on Learning in Honour of Laurinda Brown (Vol. 40, pp. 60): FLM Publishing Association

Reid, D. A., (2020). Observing Teachers: Comparing Middle School Teachers’ Pedagogies in Four Regions of Canada. Inn Researching Pedagogy and Practice with Canadian Mathematics Teachers. Information Age Publishing 2020 ISBN 978-1-64802-137-4. s. 1-21

Rensaa, R. J., Hogstad, N. M., & Monaghan, J. D. (2020). Perspectives and reflections on teaching linear algebra. Teaching Mathematics and its Applications, 39(4), 296-309. doi:http://dx.doi.org10.1093/teamat/hraa002

Rogovchenko, S., Rogovchenko, Y., & Treffert-Thomas, S. (2020). The Use of Nonstandard Problems in an Ordinary Differential Equations Course for Engineering Students Reveals Commognitive Conflicts. Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education (RUME), 1141-1145. Retrieved from https://hdl.handle.net/10037/19688

Rogovchenko, Y., Viirman, O. L., & Treffert-Thomas, S. (2020). Joy of Mathematical Modelling: A Forgotten Perspective? In Mathematical Modelling Education and Sense-making. International Perspectives on the Teaching and Learning of Mathematical Modelling (pp. 521): Springer Nature.

Salavati Nejad, N., Alamolhodaei, H., & Radmehr, F. (2020). Toward a model for students’ combinatorial thinking. Journal of Mathematical Behavior, 61. doi:http://dx.doi.org10.1016/j.jmathb.2020.100823

Siegmund-Schultze, R. (2020). “The joy that engineers and mathematicians have come together.” Richard von Mises’ foundation of ZAMM, and its “Tasks and Goals” (1920/21). Zeitschrift für angewandte Mathematik und Mechanik, 100(2), 1-26. doi:http://dx.doi.org10.1002/zamm.202002017

Siegmund-Schultze, R. (2020). Richard von Mises’ work for ZAMM until his emigration in 1933 and glimpses of the later history of ZAMM. Zeitschrift für angewandte Mathematik und Mechanik, 100(6), 1-43. doi:http://dx.doi.org10.1002/zamm.202002029

Vos, P. (2020). On science museums, science capital and the public understanding of mathematical modelling. In Mathematical Modelling Education and Sense-making. International Perspectives on the Teaching and Learning of Mathematical Modelling (pp. 521): Springer Nature.

Vos, P., & Frejd, P. (2020). The object-tool duality in mathematical modelling - a framework to analyze students’ appropriation of Sankey diagrams to model dynamic processes. Avances de Investigación en Educación Matemática (AIEM), 17, 52-66. doi:http://dx.doi.org10.35763/aiem.v0i17.305

Vos, P., Hernandez-Martinez, P., & Frejd, P. (2020). Connections of science capital and the teaching and learning of mathematical modelling. In Mathematical Modelling Education and Sense-making. International Perspectives on the Teaching and Learning of Mathematical Modelling (pp. 521): Springer Nature.

Vos, P., Vos, P., Dallas, M., Poudel, A. B., & Shults, F. L. (2020). Task contexts in Dutch mathematics education

Using Social Simulations in Interdisciplinary Primary Education - an Expert Appraisal. In National Reflections on the Netherlands Didactics of Mathematics; Teaching and Learning in the Context of Realistic Mathematics Education (pp. 358): Springer Springer Nature.

Zakariya, Y. F. (2020). Effects of school climate and teacher selfefficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach. International Journal of STEM Education, 7(1), 1-12. doi:http://dx.doi.org10.1186/s40594-020-00209-4

Zakariya, Y. F. (2020). Exposing Empirical Links between COVID-19 Situation Report and Available Data: The Case of Nigeria. Diseases, 8(4), 11. doi:http://dx.doi.org10.3390/diseases8040038

Zakariya, Y. F. (2020). Investigating Some Construct Validity Threats to TALIS 2018 Teacher Job Satisfaction Scale: Implications for Social Science Researchers and Practitioners. Social Sciences, 9(4), 13. doi:http://dx.doi.org10.3390/socsci9040038

Zakariya, Y. F., Bjørkestøl, K., & Nilsen, H. K. (2020). Teacher job satisfaction across 38 countries and economies: An alignment optimization approach to a cross-cultural mean comparison. International Journal of Educational Research, 101. doi:http://dx.doi.org10.1016/j.ijer.2020.101573

Zakariya, Y. F., Nilsen, H. K., Bjørkestøl, K., & Goodchild, S. (2020). Impact of attitude on approaches to learning mathematics: a structural equation modelling approach. In Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (pp. 528): University of Carthage and INDRUM.

Zakariya, Y. F., Nilsen, H. K., Bjørkestøl, K., & Goodchild, S. (2020). Singular and combined effects of learning approaches, self-efficacy and prior knowledge on university students’ performance in mathematics. Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education (RUME), 1003-1009. Retrieved from https://hdl.handle.net/11250/2654771

http://sigmaa.maa.org/rume/Site/Proceedings.html

Zakariya, Y. F., Nilsen, H. K., Goodchild, S., & Bjørkestøl, K. (2020). Assessing first-year engineering students’ pre-university mathematics knowledge: Preliminary validity results based on an item response theory model. Journal of Technology and Science Education (JOTSE), 10(2), 259-270. doi:http://dx.doi.org10.3926/jotse.1017

Zakariya, Y. F., Nilsen, H. K., Goodchild, S., & Bjørkestøl, K. (2020). Self-efficacy and approaches to learning mathematics among engineering students: empirical evidence for potential causal relations. International Journal of Mathematical Education in Science and Technology, 1-16.

2019