How do testing and test-potentiated learning versus worked example method affect medium- and long-term knowledge in abstract algebra for pre-service mathematics teachers?

Muzsnay, AnnaZámbó, CsillaSzeibert, JankaBernáth, LászlóSzilágyi, BrigittaSzabó, Csaba2024-08-262024-08-26202439 : - (2024), p. 1-21. -European J. Psychol. E. - 0256-2928. - 1878-51740256-29281878-5174https://hdl.handle.net/2437/379264How do testing and test-potentiated learning versus worked example method affect medium- and long-term knowledge in abstract algebra for pre-service mathematics teachers?folyóiratcikkopen access articlehttps://ebib.lib.unideb.hu/ebib/CorvinaWeb?action=cclfind&resultview=long&ccltext=idno+BIBFORM123536TermészettudományokMatematika- és számítástudományokhttps://doi.org/10.1007/s10212-024-00869-8szerző2024-08-2600126222640000185197918687