Erno Lehtinen

Analyzing teachers’ scripts from teachers’ reflections after they tried to encourage students’ flexible mathematical thinking (2025)

Frontline learning research

Moberg, Joona; Hannula-Sormunen, Minna; Hähkiöniemi, Markus; Lehtinen, Erno

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Does multiplication always make bigger? Exploring individual differences in NanoRoboMath game play (2025)

Learning and Individual Differences

Kärki, Tomi; Halme, Hilma; Hannula-Sormunen, Minna; Lehtinen, Erno; McMullen, Jake

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Mathematics teachers’ career length and teaching self-efficacy (2025)

Frontiers in Education

Grigaliuniene, Monika; Lehtinen, Erno

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Systematic Review of Research on Pedagogical Content Knowledge in Mathematics: Insights from a Topic-Specific Approach (2025)

ZDM

Grigaliūnienė, Monika; Lehtinen, Erno; Verschaffel, Lieven; Depaepe, Fien

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

How Lithuanian mathematics teachers interpret student thinking at the different career stages (2025)

International Electronic Journal of Mathematics Education

Grigaliūnienė, Monika; Rutkienė, Aušra; Lehtinen, Erno

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Mathematics teachers’ professional influence within teacher communities: the role of work experience and pedagogical content knowledge (2025)

European Journal of Teacher Education

Grigaliūnienė, Monika; Lehtinen, Erno; Gruber, Hans; Palonen, Tuire

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Attenuated processing of task‐irrelevant speech and other auditory stimuli: fMRI evidence from arithmetic tasks (2024)

European Journal of Neuroscience

Ylinen, Artturi; Hannula‐Sormunen, Minna; McMullen, Jake; Lehtinen, Erno; Wikman, Patrik; Alho, Kimmo

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Student self-regulated learning in teacher professional vision : Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom (2024)

Frontline learning research

Horlenko, Kateryna; Kaminskienė, Lina; Lehtinen, Erno

(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 )

Two Eyes See More Than One: An Online-Based Pedagogical Model for Enhancing Student Teachers’ Professional Vision (2024)

Pouta, Maikki; Heinimäki, Olli-Pekka; Lehtinen, Erno

(A3 Vertaisarvioitu kirjan tai muun kokoomateoksen osa)

Erno

Lehtinen

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Analyzing teachers’ scripts from teachers’ reflections after they tried to encourage students’ flexible mathematical thinking (2025)

Does multiplication always make bigger? Exploring individual differences in NanoRoboMath game play (2025)

Mathematics teachers’ career length and teaching self-efficacy (2025)

Systematic Review of Research on Pedagogical Content Knowledge in Mathematics: Insights from a Topic-Specific Approach (2025)

How Lithuanian mathematics teachers interpret student thinking at the different career stages (2025)

Mathematics teachers’ professional influence within teacher communities: the role of work experience and pedagogical content knowledge (2025)

Attenuated processing of task‐irrelevant speech and other auditory stimuli: fMRI evidence from arithmetic tasks (2024)

Student self-regulated learning in teacher professional vision : Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom (2024)

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

Two Eyes See More Than One: An Online-Based Pedagogical Model for Enhancing Student Teachers’ Professional Vision (2024)