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SUMMARY
Frontiersin.org 10.3389/fpsyg.2023.1116386 Mathematics textbooks have long held a strong position as the main resource for planning and executing the teaching of mathematics (Robitaille and Travers, 1992; Howson, 1995; Stein et_al, 2007; Jablonka and Johansson, 2010) and recent studies have confirmed their persistent use (Dolonen et_al, 2016). This was also supported by Street et_al`s (2022a) study, in which students` self-efficacy in geometry and algebra differed. Mastery experience, which is about interpreting the results of one`s own previous attainment, was considered by Bandura to be the most powerful . . .
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