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Result 1 to 20 of 22 total

Measuring conceptual understanding using comparative judgement. (English)
Int. J. Res. Undergrad. Math. Educ. 2, No. 2, 141-164 (2016).
Classification: C35 K75 I45 H20
1
Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills. (English)
J. Exp. Child Psychol. 145, 22-33 (2016).
Classification: F32 C32 C42
2
Spontaneous focusing on numerosity and the arithmetic advantage. (English)
Learn. Instr. 40, 79-88 (2015).
Classification: C41 F21 F31
3
Inhibition in dot comparison tasks. (English)
ZDM, Math. Educ. 47, No. 5, 759-770 (2015).
Classification: F22 F32 C32 C42
4
The role of cognitive inhibition in different components of arithmetic. (English)
ZDM, Math. Educ. 47, No. 5, 771-782 (2015).
Classification: C40 C30 F30 F20
5
Magnitude representations and counting skills in preschool children. (English)
Math. Think. Learn. 17, No. 2-3, 116-135 (2015).
Classification: F21 C41 C31
6
The acquisition of preschool mathematical abilities: theoretical, methodological and educational considerations. (English)
Math. Think. Learn. 17, No. 2-3, 99-115 (2015).
Classification: A60 D31 F21 F31 C41 C31
7
Measuring the approximate number system in children: exploring the relationships among different tasks. (English)
Learn. Individ. Differ. 29, 50-58 (2014).
Classification: F22 F23 F32 F33 C32 C33 C62 C63
8
Sampling from the mental number line: how are approximate number system representations formed? (English)
Cognition 129, No. 1, 63-69 (2013).
Classification: F20 C30
9
Teaching the substitutive conception of the equals sign. (English)
Res. Math. Educ. 15, No. 1, 34-49 (2013).
Classification: H33 C33
10
Equality in the primary maths classroom. (English)
Prim. Math. 17, No. 3, 12-13 (2013).
Classification: H32 U72 C32 F32
11
Measuring conceptual understanding: the case of fractions. (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). 113-120 (2013).
Classification: D20 C30 F40
12
Experimental methods in mathematics education research. (English)
Res. Math. Educ. 15, No. 2, 97-99 (2013).
Classification: A60 D20
13
Imperative- and punctuative-operational conceptions of the equal sign. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 31, No. 1. Proceedings of the day conference, Institute of Education, London, UK, March 11, 2011. London: British Society for Research into Learning Mathematics (BSRLM). 79-84 (2011).
Classification: C33 E43
14
Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling. (English)
Cognition 115, No. 3, 394-406 (2010).
Classification: F32 F31 C32 C31 C42 C41
15
Non-dyscalculic adults’ use of the approximate number system in symbolic addition. (English)
Res. Math. Educ. 12, No. 2, 149-150 (2010).
Classification: F30 C30 F20
16
Symbolic addition tasks, the approximate number system and dyscalculia. (English)
Joubert, M. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 29, No. 3. Proceedings of the day conference held at the Loughborough University, UK, November 14, 2009. London: British Society for Research into Learning Mathematics (BSRLM). 7-12 (2009).
Classification: C90 D70
17
Children’s mapping between symbolic and nonsymbolic representations of number. (English)
J. Exp. Child Psychol. 103, No. 4, Special issue: typical development of numerical cognition, 490-502 (2009).
Classification: C32
18
Patterns of individual differences in conceptual understanding and arithmetical skill: A meta-analysis. (English)
Math. Think. Learn. 11, No. 1-2, 25-40 (2009).
Classification: C32 C62 F32
19
Children’s understanding of the relationship between addition and subtraction. (English)
Cognition 107, No. 3, 932-945 (2008).
Classification: F31 C31
20
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Result 1 to 20 of 22 total

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