Liina Malva
Biographic Data
| ID | 6689769 |
|---|---|
| NAME | Liina Malva |
| GIVEN NAMES | Liina |
| FAMILY NAME | Malva |
| SIGNATURE | MALVA L |
| AFFILIATIONS | University of Tartu |
| ORCID | 0000-0002-9731-8247 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Tracing and supporting self-regulated learning in K-12 digital learning
Learning algebra
Learning difficulties affect the acquisition of mathematics, making it challenging to keep up with peers. Topics in algebra require new conceptual knowledge and symbols due to its abstract nature. This study explored the similarities and differences among students with reading difficulties, mathematics difficulties, low arithmetic skill (as identified by researchers) and students without learning difficulties. A total of 773 eighth-grade students…
Differentiated learning materials—Effects on mathematics knowledge and motivation
Differentiation is a widely used concept that supports inclusive education. This study aims to explore the differences in students’ mathematics knowledge and motivation when learning with and without differentiated learning materials, while also comparing the effect of pen-and-paper and digital differentiation. The sample comprised 321 Estonian students from 8th grade. A quasi-experimental pre-test–post-test design was applied. While students lea…
What constitutes teachers’ general pedagogical knowledge and how it can be assessed
Teachers’ knowledge has been an important research focus for many decades. Although many empirical studies have been carried out regarding content knowledge and pedagogical content knowledge, less attention has been paid to general pedagogical knowledge (GPK). The focus of this study is the exploration of different definitions and dimensions of GPK and how it has been assessed. A systematic literature review was conducted on the EBSCOhost Web fol…
An adaptive educational computer game
School leaders’ vision is the strongest predictor of their attitudes towards inclusive education practice
School leaders have an important role in supporting implementation of inclusive education practices in schools. Therefore, it is necessary to understand how school leaders’ attitudes towards inclusive education are formed. We used the Attitudes Toward Inclusive Education Scale that was developed to measure different facets of attitudes towards inclusive education for all students. The instrument was completed by 301 school leaders in Estonia. Thr…
Towards measuring teachers’ general pedagogical knowledge – A mixed method investigation of a pilot test
School leaders’ vision is the strongest predictor of their attitudes towards inclusive education practice
School leaders have an important role in supporting implementation of inclusive education practices in schools. Therefore, it is necessary to understand how school leaders’ attitudes towards inclusive education are formed. We used the Attitudes Toward Inclusive Education Scale that was developed to measure different facets of attitudes towards inclusive education for all students. The instrument was completed by 301 school leaders in Estonia. Thr…
Towards measuring teachers’ general pedagogical knowledge – A mixed method investigation of a pilot test
An adaptive educational computer game
School leaders’ vision is the strongest predictor of their attitudes towards inclusive education practice
School leaders have an important role in supporting implementation of inclusive education practices in schools. Therefore, it is necessary to understand how school leaders’ attitudes towards inclusive education are formed. We used the Attitudes Toward Inclusive Education Scale that was developed to measure different facets of attitudes towards inclusive education for all students. The instrument was completed by 301 school leaders in Estonia. Thr…
What constitutes teachers’ general pedagogical knowledge and how it can be assessed
Teachers’ knowledge has been an important research focus for many decades. Although many empirical studies have been carried out regarding content knowledge and pedagogical content knowledge, less attention has been paid to general pedagogical knowledge (GPK). The focus of this study is the exploration of different definitions and dimensions of GPK and how it has been assessed. A systematic literature review was conducted on the EBSCOhost Web fol…
Tracing and supporting self-regulated learning in K-12 digital learning
Learning algebra
Learning difficulties affect the acquisition of mathematics, making it challenging to keep up with peers. Topics in algebra require new conceptual knowledge and symbols due to its abstract nature. This study explored the similarities and differences among students with reading difficulties, mathematics difficulties, low arithmetic skill (as identified by researchers) and students without learning difficulties. A total of 773 eighth-grade students…
Differentiated learning materials—Effects on mathematics knowledge and motivation
Differentiation is a widely used concept that supports inclusive education. This study aims to explore the differences in students’ mathematics knowledge and motivation when learning with and without differentiated learning materials, while also comparing the effect of pen-and-paper and digital differentiation. The sample comprised 321 Estonian students from 8th grade. A quasi-experimental pre-test–post-test design was applied. While students lea…
Mathematics education (4 works) · Psychology (4 works) · Knowledge level (3 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Mathematics Education and Teaching Techniques (2 works) · Pedagogy (2 works) · Teaching method (2 works) · Active learning (machine learning) (1 work) · Adaptive Learning (1 work)