| Flip or flop? Students’ perspectives of a flipped lecture in mathematics J Novak, B Kensington-Miller, T Evans International Journal of Mathematical Education in Science and Technology 48 …, 2017 | 41 | 2017 |
| The use of lecture capture in university mathematics education: a systematic review of the research literature E Lindsay, T Evans Mathematics Education Research Journal 34 (4), 911-931, 2022 | 23 | 2022 |
| Student achievement emotions: Examining the role of frequent online assessment K Riegel, T Evans Australasian Journal of Educational Technology 37 (6), 75-87, 2021 | 22 | 2021 |
| High distance Heegaard splittings of 3-manifolds T Evans Topology and its Applications 153 (14), 2631-2647, 2006 | 21 | 2006 |
| Just do it: flipped lecture, determinants and debate B Kensington-Miller, J Novak, T Evans International Journal of Mathematical Education in Science and Technology 47 …, 2016 | 18 | 2016 |
| Non-routine problem solving through the lens of self-efficacy T Evans, MOJ Thomas, S Klymchuk Higher Education Research & Development 40 (7), 1403-1420, 2021 | 17 | 2021 |
| Effectiveness, efficiency, engagement: Mapping the impact of pre-lecture quizzes on educational exchange T Evans, B Kensington-Miller, J Novak Australasian Journal of Educational Technology 37 (1), 163-177, 2021 | 17 | 2021 |
| Mathematicians’ assessments of the explanatory value of proofs JP Mejía Ramos, T Evans, C Rittberg, M Inglis Axiomathes 31, 575–599, 2021 | 12 | 2021 |
| Audience insights: feed forward in professional development J Paterson, T Evans In D. King, B. Loch (Eds.) Shining through the fog: The 9th DELTA conference …, 2013 | 9* | 2013 |
| Do mathematicians and undergraduates agree about explanation quality? T Evans, JP Mejía-Ramos, M Inglis Educational Studies in Mathematics 111 (3), 445-467, 2022 | 7 | 2022 |
| Engagement of undergraduate STEM students: the influence of non-routine problems T Evans, S Klymchuk, PEL Murphy, J Novak, J Stephens, M Thomas Higher Education Research & Development 41 (1), 146-162, 2022 | 7 | 2022 |
| Research mathematicians and mathematics educators: collaborating for professional development G Oates, T Evans Focus on mathematics education research, 1-30, 2017 | 7 | 2017 |
| Development of the measure of assessment self-efficacy (MASE) for quizzes and exams K Riegel, T Evans, JM Stephens Assessment in Education: Principles, Policy & Practice 29 (6), 729-745, 2022 | 6 | 2022 |
| University STEM students' perceptions of creativity in non-routine problem-solving PEL Murphy, T Evans, S Klymchuk, J Novak, J Stephens, M Thomas ANZIAM Journal 61, C152-C165, 2019 | 6 | 2019 |
| Inquiry-based mathematics education: a call for reform in tertiary education seems unjustified T Evans, H Dietrich STEM Education 2 (3), 221-244, 2022 | 4 | 2022 |
| Predicting mathematics exam-related self-efficacy as a function of prior achievement, gender, stress mindset, and achievement emotions K Riegel, T Evans, J Stephens In S. S. Karunakaran & A. Higgins (Eds.), 2021 Research in Undergraduate …, 2021 | 4 | 2021 |
| Concept maps as assessment for learning in university mathematics T Evans, I Jeong Educational Studies in Mathematics 113, 475–498, 2023 | 3 | 2023 |
| Traditional lectures versus active learning – A false dichotomy? H Dietrich, T Evans STEM Education 2 (4), 275-292, 2022 | 2 | 2022 |
| Traditional lectures versus active learning--a false dichotomy? H Dietrich, T Evans arXiv preprint arXiv:2206.12144, 2022 | 2 | 2022 |
| Embedding concept mapping into university mathematics: comparison and validation of marking rubrics I Jeong, T Evans Proceedings of the 13th Southern Hemisphere Conference on the Teaching and …, 2021 | 2 | 2021 |
Michael O. J. ThomasEmeritus Professor of Mathematics Education, The University of AucklandVerified email at auckland.ac.nz
