Bas-Ader, S., Ader, E., & Taylan, R. D. (2024). Supporting prospective mathematics teachers in noticing students' proportional reasoning. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-024-09621-x (SSCI)
Börkan, B., Ader, E., İnceçam, B., Böyüksolak, A., Erktin, E., Polat Ertaş, G., & Arıkan, S. (2022). Mesleki Gelişimde Öğrenme Topluluğu Yaklaşımı: Fen ve Matematik Öğretmenleri için bir Ölçme ve Değerlendirme Programı, Boğaziçi University Journal of Education, 39(1), 393-421. http://dx.doi.org/10.52597/buje.1106934
Ader, E. (2020). Investigating elementary school teachers’ development of mathematical task implementation quality. Education and Science. 45(203), 1-25. http://dx.doi.org/10.15390/EB.2020.8544 (SSCI)
Ader, E. (2019). What would you demand beyond mathematics? Teachers’ promotion of students’ self-regulated learning and metacognition. ZDM Mathematics Education. 51(4), 613-624. https://doi.org/10.1007/s11858-019-01054-8 (SSCI)
Şeker, V., & Ader, E. (2018), A Study for Profiling Mathematics Teachers Regarding Factors Affecting Promotion of Students’ Metacognition. Boğaziçi University Journal of Education, 35(1), 51-70. Full-text
Acar, F., & Ader, E. (2017). Metacognition used by tutors during peer tutoring sessions in mathematics. İlköğretim Online, 16(3), 1185-1200. DOI:10.17051/ilkonline.2017.330250 Full-text
Adagideli, F. H., & Ader, E. (2017). Investigation of young children’s metacognitive regulatory abilities in mathematical problem solving tasks. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(2), 193-211. Full-text
Adagideli, F. H., Saraç, S., & Ader, E. (2015). Assessing preschool teachers’ practices to promote self-regulated learning. International Electronic Journal of Elementary Education. 7(3), 423-439. Full-text
Ader. E. (2013).“A framework for understanding teachers’ promotion of students’ metacognition”. International Journal for Mathematics Teaching and Learning. http://www.cimt.org.uk/journal/ader.pdf
Ader, E., & Erktin, E. (2010). Coping as self-regulation of anxiety: A model for math achievement in high-stakes tests. Cognition, Brain, Behaviour. 14(4), 311-332. Abstract