Number of items: 16.
Article
Almuwaiziri, F., Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316
(2023)
Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: a randomised controlled trial.
British Journal of Special Education, 50 (2).
pp. 314-324.
ISSN 1467-8578
doi: https://doi.org/10.1111/1467-8578.12466
Yang, D. C., Sianturi, I. A. J., Chen, C. H., Su, Y.-W. and Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991
(2022)
Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning.
Educational Studies in Mathematics, 110.
pp. 125-148.
ISSN 0013-1954
doi: https://doi.org/10.1007/s10649-021-10115-3
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991
(2022)
Mathematical epistemic beliefs: through the gender lens.
Frontiers in Education, 7.
832462.
ISSN 2504-284X
doi: https://doi.org/10.3389/feduc.2022.832462
Livy, S., Muir, T., Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 and Larkin, K.
(2021)
Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning.
Journal of Mathematics Teacher Education.
ISSN 1386-4416
doi: https://doi.org/10.1007/s10857-021-09517-0
Farrugia, M. T. and Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991
(2020)
Maltese teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning.
Cogent Education, 7 (1).
1817253.
ISSN 2331-186X
doi: https://doi.org/10.1080/2331186X.2020.1817253
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Courtney, L., Clenton, J., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811
(2020)
The contribution of general language ability, reading
comprehension and working memory to mathematics
achievement among children with English as additional
language (EAL): an exploratory study.
International Journal of Bilingual Education and Bilingualism, 23 (4).
pp. 463-487.
ISSN 1367-0050
doi: https://doi.org/10.1080/13670050.2017.1373742
Prendergast, M., Harbison, L., Miller, S. and Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991
(2019)
Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland.
Irish Educational Studies, 38 (2).
pp. 157-175.
ISSN 0332-3315
doi: https://doi.org/10.1080/03323315.2018.1484302
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991
(2018)
Story picture books as a mathematics teaching and learning tool.
Primary Mathematics, 22 (2).
pp. 3-7.
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991
(2017)
Where are the girls and women in mathematical picture books?
Mathematics Teaching, 258.
pp. 23-25.
ISSN 0025-5785
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991
(2012)
Relationship between classroom authority and epistemological beliefs as espoused by primary school mathematics teachers from the very high and very low socio-economic regions in Thailand.
Journal of International and Comparative Education, 1 (2).
pp. 71-89.
ISSN 2289-2567
Book or Report Section
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Courtney, L., Clenton, J., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811
(2023)
The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study.
In: Brooks, G., Clenton, J. and Fraser, S. (eds.)
EAL research for the classroom: Practical and pedagogical implications.
Routledge, pp. 59-80.
ISBN 9781032229539
doi: https://doi.org/10.4324/9781003274889-6
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Aerila, J.-A. and Yrjänäinen, S.
(2019)
Bringing mathematics alive through stories.
In: Kerry-Moran, K. J. and Aerila, J.-A. (eds.)
Story in Children's Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning.
Educating the Young Child (16).
Springer, pp. 199-225.
ISBN 9783030192655
doi: https://doi.org/10.1007/978-3-030-19266-2_11
Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991
(2011)
Thailand: educational equality and quality.
In: Brock, C. and Symaco, L. P. (eds.)
Education in South-East Asia.
Oxford Studies in Comparative Education.
Symposium, Oxford.
ISBN 9781873927564
Report
Johnston, J., Riley, A., Crompton, A., Glauert, E., Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991, Maloney, J., Barber, P., Manches, A., Clack, J., Cremin, T. and Craft, A.,
(2013)
D4.3 Country Reports - Report 9 of 9: Country Report on in-depth field work in the UK. Creative Little Scientists: Enabling Creativity through Science and Mathematics in Preschool and First Years of Primary Education (CLS).
Project Report.
EU
(Unpublished)
Glauert, E., Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991 and Maloney, J.,
(2013)
D4.4 Report on Practices and their Implications. Creative Little Scientists: Enabling creativity through science and mathematics in preschool and first years of primary education (CLS).
Project Report.
EU
(Unpublished)
Thesis
Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991
(2012)
An exploratory mixed-method study of Thai primary school teachers’ beliefs concerning mathematical knowledge, its learning and teaching.
PhD thesis, University of Cambridge.
This list was generated on Thu Dec 12 14:32:03 2024 UTC.