| Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations S Schukajlow, D Leiss, R Pekrun, W Blum, M Müller, R Messner Educational studies in mathematics 79, 215-237, 2012 | 308 | 2012 |
| Word problems in mathematics education: A survey L Verschaffel, S Schukajlow, J Star, W Van Dooren ZDM 52, 1-16, 2020 | 291 | 2020 |
| Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions S Schukajlow, K Rakoczy, R Pekrun ZDM 49, 307-322, 2017 | 238 | 2017 |
| The role of the situation model in mathematical modelling—Task analyses, student competencies, and teacher interventions D Leiss, S Schukajlow, W Blum, R Messner, R Pekrun Journal für Mathematik-Didaktik 31 (1), 119-141, 2010 | 181 | 2010 |
| Empirical research on teaching and learning of mathematical modelling: A survey on the current state-of-the-art S Schukajlow, G Kaiser, G Stillman ZDM 50, 5-18, 2018 | 160 | 2018 |
| Assessment in mathematics education: Large-scale assessment and classroom assessment C Suurtamm, DR Thompson, RY Kim, LD Moreno, N Sayac, S Schukajlow, ... Springer Nature, 2016 | 153 | 2016 |
| Scaffolding mathematical modelling with a solution plan S Schukajlow, J Kolter, W Blum ZDM 47, 1241-1254, 2015 | 149 | 2015 |
| Do multiple solutions matter? Prompting multiple solutions, interest, competence, and autonomy S Schukajlow, A Krug Journal for Research in Mathematics Education 45 (4), 497-533, 2014 | 129 | 2014 |
| Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance J Rellensmann, S Schukajlow, C Leopold Educational Studies in Mathematics 95, 53-78, 2017 | 125 | 2017 |
| Effects of prompting multiple solutions for modelling problems on students’ performance S Schukajlow, A Krug, K Rakoczy Educational studies in Mathematics 89, 393-417, 2015 | 102 | 2015 |
| The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics? S Schukajlow, K Rakoczy Learning and Instruction 44, 117-127, 2016 | 95 | 2016 |
| A systematic literature review of the current discussion on mathematical modelling competencies: State-of-the-art developments in conceptualizing, measuring, and fostering M Cevikbas, G Kaiser, S Schukajlow Educational Studies in Mathematics 109 (2), 205-236, 2022 | 86 | 2022 |
| Mathematisches modellieren S Schukajlow Waxmann Verlag, 2011 | 83 | 2011 |
| Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of … J Rellensmann, S Schukajlow ZDM 49, 367-378, 2017 | 71 | 2017 |
| Do students value modelling problems, and are they confident they can solve such problems? Value and self-efficacy for modelling, word, and intra-mathematical problems J Krawitz, S Schukajlow Zdm 50, 143-157, 2018 | 61 | 2018 |
| Multiple solutions for real-world problems, experience of competence and students’ procedural and conceptual knowledge K Achmetli, S Schukajlow, K Rakoczy International Journal of Science and Mathematics Education 17, 1605-1625, 2019 | 60 | 2019 |
| Selbstberichtete Strategienutzung und mathematische Modellierungskompetenz S Schukajlow, D Leiß Journal für Mathematikdidaktik 32 (1), 53-77, 2011 | 58 | 2011 |
| The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan J Krawitz, YP Chang, KL Yang, S Schukajlow Educational Studies in Mathematics 109 (2), 337-359, 2022 | 47 | 2022 |
| ARE INTEREST AND ENJOYMENT IMPORTANT FOR STUDENTS’PERFORMANCE? S Schukajlow, A Krug | 45 | 2014 |
| Does constructing multiple solutions for real-world problems affect self-efficacy? S Schukajlow, K Achmetli, K Rakoczy Educational Studies in Mathematics 100 (1), 43-60, 2019 | 43 | 2019 |
