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全部论文审稿周期
10 篇有效样本 · 按发表日期由新到旧排列
审稿天数=录用日期-收稿日期；保留 PDF/DOI/网页源链接
360
天
A grounded theory model of students’ graphical reasoning on derivative-antiderivative relationships
作者Saeid Haghjoo; Farzad Radmehr; Ebrahim Reyhani; Abolfazl Rafiepour
作者单位1. Shahid Rajaee Teacher Training University, Tehran, Iran; 2. Norwegian University of Science and Technology, Trondheim, Norway; 3. Shahid Bahonar University of Kerman, Kerman, Iran
34
天
Play-based interactions in early mathematics: what is it all about?
作者Esther S. Levenson; Ruthi Barkai; Hanna Palmér
作者单位1. School of Education, Tel Aviv University, Tel Aviv, Israel; 2. Kibbutzim College of Education, Tel Aviv, Israel; 3. Linnaeus University: Linneuniversitetet, Växjö, Sweden
410
天
279
天
“I need to follow the numbers”—developing and validating a more comprehensive measure of spontaneous focusing on numerical order
作者Heidi Harju; Lore Van Belle; Wim Van Dooren; Jake McMullen; Jo Van Hoof
作者单位1. Department of Teacher Education, University of Turku, Turku, Finland; 2. Centre for Instructional Psychology and Technology, University of Leuven, Leuven, Belgium; 3. Parenting and Special Education Research Unit, KU Leuven, Belgium; 4. Faculty of Science, Turku Research Institute for Learning Analytics, University of Turku, Turku, Finland
127
天
Posing problems confidently: task-specific self-efficacy and self-evaluation in mathematical problem posing
作者Jinfa Cai; Qimeng Liu; Binyan Xu; Stephen Hwang
作者单位1. University of Delaware, Newark, USA; 2. Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China; 3. East China Normal University, Shanghai, China
299
天
Growth of teacher professional competence through professional development programs: a study of mathematics teachers in Chile
作者Farzaneh Saadati; Anton Bastian; Gabriele Kaiser
作者单位1. Centro de Investigación Avanzada en Educación (CIAE) and, Instituto de Estudios Avanzados en Educación (IE), Universidad de Chile, Santiago, Chile; 2. Department of Didactics of Mathematics, Faculty of Education, University of Hamburg, Hamburg, Germany; 3. East China Normal University, Shanghai, China
335
天
Unpacking the effect of classroom social environment on self-regulated learning in mathematical education: the mediation of self-efficacy
作者Juan Cai; Free De Backer; Geert Vandermeersche; Shihua Li; Koen Lombaerts
作者单位1. Brussels Research Centre on Innovation in Learning and Diversity, Department of Educational Sciences, Vrije Universiteit Brussel, Brussels, Belgium; 2. Faculty of Linguistic Intelligence, Xidian University, Xi’an, China
211
天
213
天
326
天
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样本口径2026 年最近 5 篇有效论文样本
平均审稿96.4 天
中位数77 天