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Ellen van Kesteren. (2020). Digitaal leren in de wiskundeles. Euclides, 95(6), 4-7.

[1] Koehler, M. J., Mishra, P., Bouck, E. C., DeSchryver, M., Kereluik, K., Shin, T. S., & Wolf, L. G.

(2011). Deep-play: Developing TPACK for 21st century teachers. International Journal of Learning Technology, 6(2), 146-163.

[2] Ma, W., Adesope, O., Nesbit, J., & Liu, Q. (2014). Intelligent Tutoring Systems and learning outcomes: A meta-analysis. Journal of Educational Psychology, 106(4), 901–918.

[3] Duckworth, K., Akerman, R., Macgregor, A., Salter, E., & Vorhaus, J. (2009). Self-regulated learning: a literature review. Leading Education and Social Research, 5.

[4] Drijvers, P. (2015). Denken over wiskunde, onderwijs en ict [Inaugurele rede]. Universiteit van Utrecht: Utrecht. [5] Cheung, A. C. K., & Slavin, R. E. (2012). The effectiveness of educational technology applications for enhancing

mathmatics achievement in K-12 classrooms : A meta-analysis. Educational Research Review, 9, 88–113.

[6] Erdemir, M., & Ingec, S. K. (2016). Investigating pre-service mathematics teachers’ innovation awareness and views regarding Intelligent Tutoring Systems. Universal Journal of Educational Research, 4(12), 2783–2794.

[7] Burns, M. K. (2015). Effect of a computer-delivered math fact intervention as a supplemental intervention for math in third and fourth grades. Remedial and Special Education, 33(3), 184-191.

[8] Paiva, R. C., Ferreira, M. S., & Frade, M. M. (2017). Intelligent tutorial system based on personalized system of instruction to teach or remind mathematical concepts. Journal of Computer Assisted Learning, 33(4), 370–381 [9] Faber, J. M., Luyten, H., & Visscher, A. J. (2017). The effects of a digital formative assessment tool on mathematics

achievement and student motivation: Results of a randomized experiment. Computers and Education, 106, 83–96. [10] Haelermans, C., & Ghysels, J. (2013). The effect of an online practice tool on math performance in secondary

education.

[11] Haelermans, C., & Ghysels, J. (2017). The effect of individualized digital practice on math skills at

home: Evidence from a two-stage experiment on whether and why it works. Computers and Education, 113(1), 119–134.

[12] Deci, E. L., & Ryan, R. M. (2000). The ‘What’ and ‘Why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 37–41.

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