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Result 1 to 20 of 43 total

Students’ mathematical work on absolute value: focusing on conceptions, errors and obstacles. (English)
ZDM, Math. Educ. 48, No. 6, 895-907 (2016).
Classification: D70 H20 H30 F40
1
Mathematical working spaces in schooling: an introduction. (English)
ZDM, Math. Educ. 48, No. 6, 721-737 (2016).
Classification: A60 D20 C70
2
Representational flexibility and problem-solving ability in fraction and decimal number addition: a structural model. (English)
Int. J. Sci. Math. Educ. 14, Suppl. 2, S397-S417 (2016).
Classification: F40 D50
3
Kindergartners’ performance in two types of imaginary perspective-taking. (English)
ZDM, Math. Educ. 47, No. 3, 345-362 (2015).
Classification: G21 C31 C41
4
Learning mathematics with picture books. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 313-320 (2014).
Classification: U61 D31 D41 C31
5
The role of gestures in making connections between space and shape aspects and their verbal representations in the early years: findings from a case study. (English)
Math. Educ. Res. J. 26, No. 4, 735-761 (2014).
Classification: C51 G21
6
How young students deal with recognition and conversion tasks of graphs. (English)
Acta Didact. Univ. Comen., Math. 13, 1-16 (2013).
Classification: C32 K42
7
Kindergarten teachers’ use of semiotic resources in providing early learning experiences in geometry with a picture book as a didactical tool. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 257-264 (2013).
Classification: G21 E51 C31 U61
8
The relationship between visualization, spatial rotation, perceptual and operative apprehension. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 129-136 (2013).
Classification: C32 C33 G23 G22
9
The role of picture books in young children’s mathematics learning. (English)
English, Lyn D (ed.) et al., Reconceptualizing early mathematics learning. Dordrecht: Springer (ISBN 978-94-007-6439-2/hbk; 978-94-007-6440-8/ebook). Advances in Mathematics Education, 227-251 (2013).
Classification: U61 D41
10
Developing a framework for the evaluation of picturebooks that support kindergartners’ learning of mathematics. (English)
Res. Math. Educ. 14, No. 1, 17-47 (2012).
Classification: U61 C31
11
Kindergartners’ performance in length measurement and the effect of picture book Reading. (English)
ZDM, Int. J. Math. Educ. 43, No. 5, 621-635 (2011).
Classification: F71
12
The role of number line in the solution of additive problems. (Le rôle de la droite graduée dans la résolution de problèmes additifs.) (French. English summary)
Ann. Didact. Sci. Cogn., No. 16, 45-66 (2011).
Classification: F32 C32
13
Exploring flexibility: The case of the numerical domain. (Explorer la flexibilité: le cas du domaine numérique.) (French. English summary)
Ann. Didact. Sci. Cogn., No. 16, 25-43 (2011).
Classification: D20 C30 F10
14
One way of assessing the understanding of a geometrical figure. (English)
Acta Didact. Univ. Comen., Math., No. 10, 35-50 (2010).
Classification: C30 G20 G30 D20
15
Using pictures for solving additive problems: what kind of pictures and what role? (L’utilisation d’images dans la résolution de problèmes additifs: quels types d’images et quel rôle?) (French. English summary)
Ann. Didact. Sci. Cogn. 14, 5-29 (2009).
Classification: D52 F92 D22 C32
16
Students’ structure for the understanding of the axis of reflective symmetry in mathematics. (English)
Acta Didact. Univ. Comen., Math., No. 9, 41-62 (2009).
Classification: I24 C34 D23
17
Structural modelling of developmental shifts in grasping proportional relations underlying problem solving in area and volume. (English)
Acta Didact. Univ. Comen., Math., No. 9, 9-23 (2009).
Classification: G33 C33 D23
18
The structure of students’ beliefs about the use of representations and their performance on the learning of fractions. (English)
Educ. Psychol. 29, No. 6, 713-728 (2009).
Classification: C23 C33 F43
19
Geometric and algebraic approaches in the concept of “limit” and the impact of the “didactic contract”. (English)
Int. J. Sci. Math. Educ. 7, No. 4, 765-790 (2009).
Classification: I24 C34
20
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