@inproceedings{MTMT:34804358,
	title = {Analysis of metacognitive activities in pre-service teachers’ lessons – case study},
	url = {https://m2.mtmt.hu/api/publication/34804358},
	author = {Kiss, Márton and Herendiné Kónya, Eszter},
	booktitle = {Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)},
	unique-id = {34804358},
	year = {2024},
	pages = {3602-3603}
}

@inproceedings{MTMT:34783847,
	title = {Conceptualising the regular pentagon in collaborative argumentation},
	url = {https://m2.mtmt.hu/api/publication/34783847},
	author = {Maria, Alessandra Mariotti and Herendiné Kónya, Eszter and Kovács, Zoltán},
	booktitle = {Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)},
	unique-id = {34783847},
	year = {2024},
	pages = {176-183},
	orcid-numbers = {Kovács, Zoltán/0000-0002-0822-299X}
}

@book{MTMT:34764621,
	title = {Matematika és Informatika Didaktikai Kutatások 2024},
	url = {https://m2.mtmt.hu/api/publication/34764621},
	isbn = {9789634905721},
	editor = {Lócska, Orsolya Dóra and Herendiné Kónya, Eszter},
	publisher = {Debreceni Egyetem Matematika- és Számítástudományok Doktori Iskola},
	unique-id = {34764621},
	year = {2024}
}

@inproceedings{MTMT:34502660,
	title = {Students recalling favourite math experience: How does problem- based approach promote mathematical engagement?},
	url = {https://m2.mtmt.hu/api/publication/34502660},
	author = {Báró, Emőke and Kovács, Zoltán and Herendiné Kónya, Eszter},
	booktitle = {Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)},
	unique-id = {34502660},
	year = {2024},
	pages = {1400-1407},
	orcid-numbers = {Kovács, Zoltán/0000-0002-0822-299X}
}

@book{MTMT:34502649,
	title = {Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)},
	url = {https://m2.mtmt.hu/api/publication/34502649},
	isbn = {9789637031045},
	editor = {Drijvers, P. and Csapodi, Csaba and Palmér, H. and Gosztonyi, Katalin and Herendiné Kónya, Eszter},
	publisher = {Rényi Alfréd Matematikai Kutatóintézet},
	unique-id = {34502649},
	year = {2024}
}

@CONFERENCE{MTMT:34547844,
	title = {On the experience of a problem-posing activity with second grade primary school pupils = Tapasztalatok a második évfolyamos tanulók problémaalkotási tevékenységéről},
	url = {https://m2.mtmt.hu/api/publication/34547844},
	author = {Herendiné Kónya, Eszter and Szilágyiné Szinger, Ibolya},
	booktitle = {Program & Book of Abstracts},
	unique-id = {34547844},
	year = {2023},
	pages = {53-54}
}

@inbook{MTMT:34118634,
	title = {The role of procedural and conceptual understanding in problem solving},
	url = {https://m2.mtmt.hu/api/publication/34118634},
	author = {Herendiné Kónya, Eszter and Kovács, Zoltán},
	booktitle = {Proceedings of the 22nd conference on Problem Solving in Mathematics Education},
	unique-id = {34118634},
	year = {2023},
	pages = {97-111},
	orcid-numbers = {Kovács, Zoltán/0000-0002-0822-299X}
}

@article{MTMT:33899143,
	title = {Modeling teachers’ reactions to unexpectedness},
	url = {https://m2.mtmt.hu/api/publication/33899143},
	author = {Kondé, Zoltán and Kovács, Zoltán and Herendiné Kónya, Eszter},
	doi = {10.1016/j.learninstruc.2023.101784},
	journal-iso = {LEARN INSTR},
	journal = {LEARNING AND INSTRUCTION},
	volume = {86},
	unique-id = {33899143},
	issn = {0959-4752},
	year = {2023},
	eissn = {1873-3263},
	orcid-numbers = {Kovács, Zoltán/0000-0002-0822-299X}
}

@article{MTMT:33611060,
	title = {Incorporating Problem-Posing into Sixth-Grade Mathematics Classes},
	url = {https://m2.mtmt.hu/api/publication/33611060},
	author = {Kovács, Zoltán and Báró, Emőke and Lócska, Orsolya Dóra and Herendiné Kónya, Eszter},
	doi = {10.3390/educsci13020151},
	journal-iso = {EDUC SCI},
	journal = {EDUCATION SCIENCES},
	volume = {13},
	unique-id = {33611060},
	issn = {2227-7102},
	abstract = {Problem-posing is an essential component of mathematics education because, among other reasons, when students are given the opportunity to pose their problems, they can take ownership of their learning and become more engaged in the given subject. Thus, problem-posing can lead to a deeper understanding of the studied mathematical concepts. In a collaborative action research study, the authors explored whether well-structured problem-posing activities could be incorporated into classes with students of mixed ability in mathematics. This question is addressed by examining the correlation between students’ mathematics grades and problem-posing success. The problem-posing approach used in this paper relies on problem solving as a parallel activity. Hence, the study also focuses on the relationship between problem posing and problem solving. The paper presents the results of a classroom experiment with 86 sixth-grade students and their teachers from Hungary and Romania. After evaluating the students’ problem-posing products and problem-solving performances, the results show that problem posing, based on a worked-out model problem, is a feasible challenge for most students. Moreover, this experiment identified a direct relationship between successful problem posing and problem solving.},
	year = {2023},
	orcid-numbers = {Kovács, Zoltán/0000-0002-0822-299X}
}

@inproceedings{MTMT:33251791,
	title = {Written test with oral explanation during the pandemic},
	url = {https://m2.mtmt.hu/api/publication/33251791},
	author = {Kiss, Márton and Herendiné Kónya, Eszter},
	booktitle = {Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME 12), Feb 2022, Bozen-Bolzano, Italy},
	unique-id = {33251791},
	year = {2022},
	pages = {3835-3842}
}