Result **1** to **20** of **29** total

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).

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).

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).

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).

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).

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).

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).

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).

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).

9

Launching confident numerate learners. (English)

Aust. Math. Teach. 69, No. 3, 26-32 (2013).

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).

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).

12

Using a concept cartoon to gain insight into children’s calculation strategies. (English)

Aust. Prim. Math. Classr. 14, No. 4, 24-28 (2009).

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).

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).

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).

16

Identifying and assisting children who are impeded in learning mathematics. (English)

Aust. Prim. Math. Classr. 8, No. 4, 4-9 (2003).

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).

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).

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).

20

Result **1** to **20** of **29** total