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Children’s use of number line estimation strategies. (English)
Eur. J. Psychol. Educ. 31, No. 2, 117-134 (2016).
Classification: F32 F22 N22
1
The relationship between children’s familiarity with numbers and their performance in bounded and unbounded number line estimations. (English)
Math. Think. Learn. 17, No. 2-3, 136-154 (2015).
Classification: F21 F22 C41 C42
2
Symbolic versus non-symbolic magnitude estimations among children and adults. (English)
J. Exp. Child Psychol. 128, 52-68 (2014).
Classification: F20 C30
3
Knowledge on accelerated motion as measured by implicit and explicit tasks in 5 to 16 year olds. (English)
Int. J. Sci. Math. Educ. 9, No. 1, 25-46 (2011).
Classification: M50 C30 F90
4
The development of students’ scholastic, implicit and explicit knowledge about motion on an inclined plane. (Over rekenen, doen en weten. De ontwikkeling van schoolse, impliciete en expliciete kennis over beweging op een hellend vlak.) (Dutch. English summary)
Tijdschr. Didact. $β$-Wet. 27, No. 1-2, 21-35 (2010).
Classification: D70 C30 M50
5
Discriminating non-linearity from linearity: its cognitive foundations in five-year-olds. (English)
Math. Think. Learn. 12, No. 1, 4-19 (2010).
Classification: I21 I22 C31 C32
6
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