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Insights for engaging families as the first mathematics educators of children. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 249-261 (2017).
Classification: C31 C61 D41 D20
1
Bringing families and preschool educators together to support young children’s learning through noticing, exploring and talking about mathematics. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 199-216 (2017).
Classification: D41 C31 C61
2
Describing the mathematical intentions of early learning childhood experiences. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 17-32 (2017).
Classification: D31 F21 F71
3
Engaging families as the first mathematics educators of children. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 3-14 (2017).
Classification: C61 D41
4
Engaging families as children’s first mathematics educators. International perspectives. (English)
Early Mathematics Learning and Development. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). viii, 261~p. (2017).
Classification: A60 D41 C61
5
The impact on learning when families and educators act together to assist young children to notice, explore and discuss mathematics. (English)
Meaney, Tamsin (ed.) et al., Mathematics education in the early years. Results from the POEM2 conference, Malmö, Sweden, 2014. Cham: Springer (ISBN 978-3-319-23933-0/hbk; 978-3-319-23935-4/ebook). 115-135 (2016).
Classification: D31 D41
6
Mathematics and transition to school: theoretical frameworks and practical implications. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 1-12 (2015).
Classification: D20 C32
7
Children’s mathematical knowledge prior to starting school and implications for transition. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 47-64 (2015).
Classification: C31 C41 D31 D32
8
Mathematics and transition to school. International perspectives. (English)
Early Mathematics Learning and Development. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). xiv, 330~p. (2015).
Classification: A60 D31 D41 F21 G21
9
Launching confident numerate learners. (English)
Aust. Math. Teach. 69, No. 3, 26-32 (2013).
Classification: D30 D40
10
Powerful pedagogical actions in mathematics education. (English)
Perry, Bob (ed.) et al., Research in mathematics education in Australasia 2008‒2011. Rotterdam: Sense Publishers (ISBN 978-94-6091-968-8/pbk; 978-94-6091-969-5/hbk; 978-94-6091-970-1/ebook). 193-218 (2012).
Classification: D40 C70 D50 D20
11
Students with ‘special rights’ for mathematics education. (English)
Atweh, Bill (ed.) et al., Mapping equity and quality in mathematics education. Dordrecht: Springer (ISBN 978-90-481-9802-3/hbk; 978-90-481-9803-0/ebook). 307-323 (2011).
Classification: C90 D70 B10 D30 A40
12
Using a concept cartoon to gain insight into children’s calculation strategies. (English)
Aust. Prim. Math. Classr. 14, No. 4, 24-28 (2009).
Classification: C72 C32 E42
13
Children with Down Syndrome learning mathematics: can they do it? yes they can! (English)
Aust. Prim. Math. Classr. 13, No. 4, 10-15 (2008).
Classification: D46 F26
14
The diverse learning needs of young children who were selected for an intervention program. (English)
Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part III, 33-40 (2005).
Classification: F32 D42 C62 A62
15
The challenge of meeting the instructional needs of grade 1 and grade 2 children who are at risk in mathematics. (English)
Putt, Ian et al., MERGA 27: Mathematics education for the third millennium: Towards 2010. Vol. 1. , (ISBN 1-920846-04-2). 247-254 (2004).
Classification: D72
16
Identifying and assisting children who are impeded in learning mathematics. (English)
Aust. Prim. Math. Classr. 8, No. 4, 4-9 (2003).
Classification: F32
17
Difficulties children face when learning to count. (English)
Bragg, Leicha et al., MERGA 26: Mathematics Education Research: Innovation, Networking, Opportunity (MERINO). Vol. 1 and 2. ,. 388-395 (2003).
Classification: F21 D71
18
Key transitions in counting development for young children who experience difficulty. (English)
Pateman, Neil A. et al., Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Vol. 1-4. ,. 421-428 (2003).
Classification: F22 D72
19
Intervention in mathematics: Is assistance more effective in grade 1 or grade 2? (English)
Barton, Bill et al., Mathematics education in the South Pacific. Vol. 1 and 2. , (ISBN 0-86869-048-1; 0-86869-053-8; 0-86869-054-6). 301-308 (2002).
Classification: D42
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