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Inculcating Mathematical thinking through epistemic agency
Chien Sing Lee, Ping Chen Chen, Tsung Chun Ho,
Tak Wai Chan
網路學習科技研究所
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Pattern Recognition
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High-score
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Teacher Beliefs
100%
Mathematical Thinking
100%
Epistemic Agency
100%
Teacher Professional Development
50%
Two-component
50%
Technological Pedagogical Content Knowledge (TPACK)
50%
Low-performing Students
50%
Student Performance
50%
Student Learning Outcomes
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Technology Acceptance Model 2 (TAM2)
50%
Mathematical Problems
50%
Student Thinking
50%
Technology Learning
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Instructional Practices
50%
Student Perspectives
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Student Needs
50%
Core Design
50%
Problem-solving Method
50%
Task Space
50%
21st Century Skills
50%
Mathematical Thinking Process
50%
Thinking Strategies
50%
Fill-in-the-blanks
50%
Inquiry-based Approach
50%
Classroom Curriculum
50%
Student Misconceptions
50%
Performance in Mathematics
50%
Pattern Reasoning
50%
Social Sciences
Teacher Beliefs
100%
Pattern Recognition
100%
Student Learning
50%
Teacher Professional Development
50%
Technological Pedagogical Content Knowledge
50%
Learning Outcome
50%
Student Performance
50%
Technology Acceptance Model
50%
Instructional Practice
50%
21st Century Skill
50%
Computer Science
Mathematical Thinking
100%
Pattern Recognition
100%
Learning Experiences
50%
Exploratory Study
50%
Mathematical Problem
50%
Early Definition
50%
Psychology
Pattern Recognition
100%
Mathematical Problem
50%