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Result 1 to 20 of 29 total

The role of physical digit representation and numerical magnitude representation in children’s multiplication fact retrieval. (English)
J. Exp. Child Psychol. 152, 41-53 (2016).
Classification: F32 C32
1
Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: does it matter? (English)
Learn. Instr. 46, 1-11 (2016).
Classification: F21 F31 D31
2
Erratum to: “When errors count: an EEG study on numerical error monitoring under performance pressure”. (English)
ZDM, Math. Educ. 48, No. 3, 365 (2016).
Classification: C80 F30 D70 C30 C20
3
When errors count: an EEG study on numerical error monitoring under performance pressure. (English)
ZDM, Math. Educ. 48, No. 3, 351-363 (2016); erratum ibid. 48, No. 3, 365 (2016).
Classification: C80 F30 D70 C30 C20
4
Potential applications of cognitive neuroscience to mathematics education. (English)
ZDM, Math. Educ. 48, No. 3, 249-253 (2016).
Classification: A60 C80
5
Design of the game-based learning environment “Dudeman \& Sidegirl: operation clean world,” a numerical magnitude processing training. (English)
Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 9-26 (2015).
Classification: U70 F30 A20 A80
6
Profiles of children’s arithmetic fact development: A model-based clustering approach. (English)
J. Exp. Child Psychol. 133, 29-46 (2015).
Classification: F32 F33 C32 C33
7
The association between numerical magnitude processing and mental versus algorithmic multi-digit subtraction in children. (English)
Learn. Instr. 35, 42-50 (2015).
Classification: F32
8
Does numerical processing uniquely predict first graders’ future development of single-digit arithmetic? (English)
Learn. Individ. Differ. 37, 153-160 (2015).
Classification: F22 F32 C42 C32
9
Numerical magnitude processing deficits in children with mathematical difficulties are independent of intelligence. (English)
Res. Dev. Disabil. 35, No. 11, 2603-2613 (2014).
Classification: D72 F22 C42
10
Arithmetic strategy development and its domain-specific and domain-general cognitive correlates: a longitudinal study in children with persistent mathematical learning difficulties. (English)
Res. Dev. Disabil. 35, No. 11, 3001-3013 (2014).
Classification: C32 C33 F32 F33 C42 C43 D72 D73
11
Subtraction by addition in children with mathematical learning disabilities. (English)
Learn. Instr. 30, 1-8 (2014).
Classification: F30 C40 C90 C30
12
Measuring the approximate number system in children: exploring the relationships among different tasks. (English)
Learn. Individ. Differ. 29, 50-58 (2014).
Classification: F22 F23 F32 F33 C32 C33 C62 C63
13
Numerical matching judgments in children with mathematical learning disabilities. (English)
Res. Dev. Disabil. 34, No. 10, 3182-3189 (2013).
Classification: F22 F23 C42 C43 C32 C33
14
The development of numerical magnitude processing and its association with working memory in children with mild intellectual disabilities. (English)
Res. Dev. Disabil. 34, No. 10, 3361-3371 (2013).
Classification: F20 C40 C30
15
Individual differences in kindergarten math achievement: the integrative roles of approximation skills and working memory. (English)
Learn. Individ. Differ. 28, 119-129 (2013).
Classification: F31 F21 C31 C41
16
Commentary on the chapter by Ferdinand Rivera, “Neural correlates of gender, culture, and race and implications to embodied thinking in mathematics”. Connecting the neural correlates of gender, culture and race with mathematics education. (English)
Forgasz, Helen (ed.) et al., Towards equity in mathematics education. Gender, culture, and diversity. Berlin: Springer (ISBN 978-3-642-27701-6/hbk; 978-3-642-27702-3/ebook). Advances in Mathematics Education, 545-550 (2012).
Classification: C60 C80
17
Children’s use of subtraction by addition on large single-digit subtractions. (English)
Educ. Stud. Math. 79, No. 3, 335-349 (2012).
Classification: F32 D52
18
Cognitive neuroscience meets mathematics education: it takes two to tango. (English)
Educ. Res. Rev. 6, No. 3, 232-237 (2011).
Classification: C80 C30
19
Numerical magnitude processing in children with mild intellectual disabilities. (English)
Res. Dev. Disabil. 32, No. 6, 2853-2859 (2011).
Classification: F20 C30 C40
20
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