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Result 1 to 18 of 18 total

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
1
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
2
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
3
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
4
Subtraction by addition in children with mathematical learning disabilities. (English)
Learn. Instr. 30, 1-8 (2014).
Classification: F30 C40 C90 C30
5
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
6
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
7
Numerical magnitude processing in children with mild intellectual disabilities. (English)
Res. Dev. Disabil. 32, No. 6, 2853-2859 (2011).
Classification: F20 C30 C40
8
The predictive value of numerical magnitude comparison for individual differences in mathematics achievement. (English)
J. Exp. Child Psychol. 103, No. 4, Special issue: typical development of numerical cognition, 469-479 (2009).
Classification: C32 F22
9
Acquisition and use of shortcut strategies by traditionally schooled children. (English)
Educ. Stud. Math. 71, No. 1, 1-17 (2009).
Classification: F32 C32
10
Jump or compensate? Strategy flexibility in the number domain up to 100. (English)
ZDM, Int. J. Math. Educ. 41, No. 5, 581-590 (2009).
Classification: F32 C32 D22
11
Solving subtraction problems by means of indirect addition. (English)
Math. Think. Learn. 11, No. 1-2, 79-91 (2009).
Classification: F30 D50
12
The development of children’s adaptive expertise in the number domain 20 to 100. (English)
Cogn. Instr. 24, No. 4, 439-465 (2006).
Classification: F32 C32
13
Adaptive expertise in the number domain 20‒100. (English)
Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 5, 289-296 (2006).
Classification: F32 D52
14
Simple addition strategies in a first-grade class with multiple strategy instruction. (English)
Cogn. Instr. 23, No. 1, 1-21 (2005).
Classification: F32 C32
15
Efficiency and adaptiveness of multiple school-taught strategies in the domain of simple addition. (English)
Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international conference of the International Group for the Psychology of Mathematics Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen University College. Part IV, 321-328 (2004).
Classification: F32 C32 A62
16
Strategic aspects of simple addition and subtraction: the influence of mathematical ability. (English)
Learn. Instr. 14, No. 2, 177-195 (2004).
Classification: F32
17
Investigating young children’s strategy use and task performance in the domain of simple addition, using the “choice/no-choice” method. (English)
van den Heuvel-Panhuizen, Marja, Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education. Vol. 4. , (ISBN 90-74684-16-5). 273-278 (2001).
Classification: F32
18
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Result 1 to 18 of 18 total

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