Jake McMullen

Spontaneous focusing on numerical order and numerical skills of 3-to 4-year-old children (2024)

Educational Studies in Mathematics

Harju, Heidi; Van Hoof, Jo; Nanu, Cristina E.; Mcmullen, Jake; Hannula-Sormunen, Minna

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Individual differences in secondary school students' conceptual knowledge : Latent profile analysis of biology concepts (2024)

Learning and Individual Differences

Vančugovienė Vesta, Södervik Ilona, Lehtinen Erno, McMullen Jake

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Promoting 5th Grade Students’ Spontaneous Focusing on Quantitative Relations (2024)

Journal of Experimental Education

Määttä Saku, Hannula-Sormunen Minna, Kiili Kristian, Halme Hilma, Koskinen Antti, McMullen Jake

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Exploring individual differences in photosynthesis and respiration knowledge in the context of green plants (2023)

Journal of Biological Education

Vančugovienė Vesta, McMullen Jake, Lehtinen Erno, Södervik Ilona

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias (2023)

British Journal of Educational Psychology

Halme Hilma, Van Hoof Jo, Hannula-Sormunen Minna, McMullen Jake

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Identifying core beliefs of an intercultural educator: How polyculturalism and group malleability beliefs shape teachers’ pedagogical thinking and practice (2023)

Social Psychology of Education

Rissanen Inkeri, Kuusisto Elina, McMullen Jake

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

The strength and direction of the difficulty adaptation affect situational interest in game-based learning (2023)

Computers and Education

Koskinen Antti, McMullen Jake, Hannula-Sormunen Minna, Ninaus Manuel, Kiili Kristian

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Mathematical game performance as an indicator of deliberate practice (2023)

International Journal of Serious Games

Mcmullen Jake, Bui Phuong, Brezovszky Boglárka, Lehtinen Erno, Hannula-Sormunen Minna M.

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

A systematic review of mindset interventions in mathematics classrooms: What works and what does not? (2023)

Educational Research Review

Bui Phuong, Pongsakdi Nonmanut, McMullen Jake, Lehtinen Erno, Hannula-Sormunen Minna M.

(Vertaisarvioitu katsausartikkeli tieteellisessä aikakauslehdessä (A2))

A game-based approach to promoting adaptive rational number knowledge (2023)

Mathematical Thinking and Learning

McMullen Jake, Koskinen Antti, Kärki Tomi, Lindstedt Antero, Määttä Saku, Halme Hilma, Lehtinen Erno, Hannula-Sormunen Minna M, Kiili Kristian

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

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Spontaneous focusing on numerical order and numerical skills of 3-to 4-year-old children (2024)

Individual differences in secondary school students' conceptual knowledge : Latent profile analysis of biology concepts (2024)

Promoting 5th Grade Students’ Spontaneous Focusing on Quantitative Relations (2024)

Exploring individual differences in photosynthesis and respiration knowledge in the context of green plants (2023)

Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias (2023)

Identifying core beliefs of an intercultural educator: How polyculturalism and group malleability beliefs shape teachers’ pedagogical thinking and practice (2023)

The strength and direction of the difficulty adaptation affect situational interest in game-based learning (2023)

Mathematical game performance as an indicator of deliberate practice (2023)

A systematic review of mindset interventions in mathematics classrooms: What works and what does not? (2023)

A game-based approach to promoting adaptive rational number knowledge (2023)