Jake McMullen

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))

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))

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))

Improving rational number knowledge using the NanoRoboMath digital game (2022)

Educational Studies in Mathematics

Kärki Tomi, McMullen Jake, Lehtinen Erno

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

Promoting Adaptive Number Knowledge Through Deliberate Practice in the Number Navigation Game (2022)

International Conference on Games and Learning Alliance, Lecture Notes in Computer Science

Bui Phuong, Hannula-Sormunen Minna, Brezovszky Boglárka, Lehtinen Erno, McMullen Jake

(Vertaisarvioitu artikkeli konferenssijulkaisussa (A4))

Mathematical skills of 11-year-old children born very preterm and full-term (2022)

Journal of Experimental Child Psychology

Halme Hilma, McMullen Jake, Nanu Christina E, Nyman Anna, Hannula-Sormunen Minna M

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

Characterizing Mathematics Anxiety and Its Relation to Performance in Routine and Adaptive Tasks (2022)

Journal of Numerical Cognition

Halme Hilma, Trezise Kelly, Hannula-Sormunen Minna M., McMullen Jake

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

Journal of Numerical Cognition Vol. 8 No. 3 (2022) : Special Issue “Mathematical Flexibility“ (2022)

Journal of Numerical Cognition

Hickendorff Marian, McMullen Jake, Verschaffel Lieven

(Toimitustyö tieteelliselle lehdelle, kokoomateokselle tai konferenssijulkaisulle (C2))

The role of situational interest in game-based learning (2022)

GamiFIN Conference, CEUR Workshop Proceedings

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

(Vertaisarvioitu artikkeli konferenssijulkaisussa (A4))

Contact

Links

Areas of expertise

Publications

Sort by:

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

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

Improving rational number knowledge using the NanoRoboMath digital game (2022)

Promoting Adaptive Number Knowledge Through Deliberate Practice in the Number Navigation Game (2022)

Mathematical skills of 11-year-old children born very preterm and full-term (2022)

Characterizing Mathematics Anxiety and Its Relation to Performance in Routine and Adaptive Tasks (2022)

Journal of Numerical Cognition Vol. 8 No. 3 (2022) : Special Issue “Mathematical Flexibility“ (2022)

The role of situational interest in game-based learning (2022)