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Result 1 to 20 of 59 total

A multi-method approach for describing the contributions of student engagement on fifth grade students’ social competence and achievement in mathematics. (English)
Learn. Individ. Differ. 48, 54-60 (2016).
Classification: C33 C23 C43 C63
1
The impact of highly and minimally guided discovery instruction on promoting the learning of reasoning strategies for basic add-1 and doubles combinations. (English)
Early Child. Res. Q. 30, Part A, 93-105 (2015).
Classification: F31 F32 D31 D32 D41 D42 U51 U52
2
Fostering first graders’ fluency with basic subtraction and larger addition combinations via computer-assisted instruction. (English)
Cogn. Instr. 32, No. 2, 159-197 (2014).
Classification: F32 U72
3
Fostering at-risk kindergarten children’s number sense. (English)
Cogn. Instr. 30, No. 4, 435-470 (2012).
Classification: F21 F31 D31 U71
4
Blake’s development of the number words “one," “two," and “three". (English)
Cogn. Instr. 29, No. 3, 265-296 (2011).
Classification: F21 C31 C51
5
Preschoolers’ understanding of subtraction-related principles. (English)
Math. Think. Learn. 11, No. 1-2, 41-60 (2009).
Classification: F31 F32 C31 C32
6
Toddlers’ spontaneous attention to number. (English)
Math. Think. Learn. 10, No. 3, 240-270 (2008).
Classification: F21 C31
7
Preschoolers’ understanding of the addition-subtraction inverse principle: a Taiwanese example. (English)
Math. Think. Learn. 9, No. 2, 131-171 (2007).
Classification: F31 C31
8
An alternative reconceptualization of procedural and conceptual knowledge. (English)
J. Res. Math. Educ. 38, No. 2, 115-131 (2007).
Classification: C30
9
The application and development of an addition goal sketch. (English)
Cogn. Instr. 24, No. 1, 123-170 (2006).
Classification: C31 F31
10
Why children have difficulties mastering the basic number combinations and how to help them. (English)
Teach. Child. Math. 13, No. 1, 22-31 (2006).
Classification: F32 D42
11
Inverting a triangular array: involving students in mathematical inquiry. (English)
Math. Teach. Middle Sch. 9, No. 6, 306-313 (2004).
Classification: D53 D59
12
Comments on the use of learning trajectories in curriculum development and research. (English)
Math. Think. Learn. 6, No. 2, 227-260 (2004).
Classification: D20 C30
13
The developmental bases for early childhood number and operations standards. (English)
Clements, Douglas H. et al., Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum (ISBN 978-0-8058-4210-4/hbk; 978-0-8058-4534-1/pbk). Studies in Mathematical Thinking and Learning Series, 173-219 (2004).
Classification: C10 D10 B21
14
The role of psychological research in the development of early childhood mathematics standards. (English)
Clements, Douglas H. et al., Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum (ISBN 978-0-8058-4210-4/hbk; 978-0-8058-4534-1/pbk). Studies in Mathematical Thinking and Learning Series, 149-172 (2004).
Classification: C10 B10 D10
15
The development of children’s understanding of additive commutativity: From protoquantitive concept to general concept? (English)
Baroody, Arthur J. et al., The development of arithmetic concepts and skills: Constructing adaptive expertise. Mahwah, NJ: Erlbaum (ISBN 978-0-8058-3155-9/hbk; 978-0-8058-3156-6/pbk). Studies in Mathematical Thinking and Learning Series, 127-160 (2003).
Classification: F20
16
Two perspectives on addition development. (English)
Baroody, Arthur J. et al., The development of arithmetic concepts and skills: Constructing adaptive expertise. Mahwah, NJ: Erlbaum (ISBN 978-0-8058-3155-9/hbk; 978-0-8058-3156-6/pbk). Studies in Mathematical Thinking and Learning Series, 75-125 (2003).
Classification: F20
17
The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge. (English)
Baroody, Arthur J. et al., The development of arithmetic concepts and skills: Constructing adaptive expertise. Mahwah, NJ: Erlbaum (ISBN 978-0-8058-3155-9/hbk; 978-0-8058-3156-6/pbk). Studies in Mathematical Thinking and Learning Series, 1-33 (2003).
Classification: F10
18
The development of arithmetic concepts and skills: Constructing adaptive expertise. (English)
Studies in Mathematical Thinking and Learning Series. Mahwah, NJ: Erlbaum (ISBN 978-0-8058-3155-9/hbk; 978-0-8058-3156-6/pbk). 515 p. (2003).
Classification: F10
19
Early number instruction. (English)
Teach. Child. Math. 8, No. 3, . 154 (2001).
Classification: F22
20
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