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Examining primary school educators' preferences for using digital versus non-digital games to support mathematics instruction
16 references·0 citing·49 second hop
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References

  • 2006Using thematic analysis in psychology237,789 cited
  • 2012Teacher beliefs and technology integration practices: A critical relationship2,560 cited
  • 2007Qualitative Data Analysis with NVivo2,523 cited
  • 1999Addressing first- and second-order barriers to change: Strategies for technology integration2,511 cited
  • 2008Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell1,396 cited
  • 2015Gameplay Engagement and Learning in Game-Based Learning651 cited
  • 1993Instructional Tasks, Classroom Discourse, and Students' Learning in Second-Grade Arithmetic509 cited
  • 2001Are We Having Fun Yet? How Teachers Use Manipulatives to Teach Mathematics434 cited
  • 2004Beyond active learning: a constructivist approach to learning320 cited
  • 2006Proceedings 30 th Conference of the International Group for the Psych ology of Mathematics Education262 cited
  • 2014Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics253 cited
  • 2018Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework246 cited
  • 2001There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning218 cited
  • 2003FROM PAPER TO PIXELS: MOVING PERSONNEL SURVEYS TO THE WEB

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193 cited
  • 2013Effects of Virtual Manipulatives on Student Achievement and Mathematics Learning190 cited
  • 2021Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views157 cited
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