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Capturing diversity in the classroom: uncovering patterns of difficulty with simple addition. (English)
Bishop, Alan (ed.) et al., Diversity in mathematics education. Towards inclusive practices. Cham: Springer (ISBN 978-3-319-05977-8/hbk; 978-3-319-05978-5/ebook). Mathematics Education Library, 219-237 (2015).
Classification: F32 C32 D72 D42 C72
1
The importance of achieving proficiency with simple addition. (English)
Oesterle, Susan (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. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 337-344 (2014).
Classification: F33 C33 D33
2
The effect counting speed has on developing a reliance on retrieval in basic addition. (English)
Contemp. Educ. Psychol. 31, No. 2, 208-227 (2006).
Classification: F30 F20 C32 D72
3
Explaining variability in retrieval times for addition produced by students with mathematical learning difficulties. (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 III, 57-64 (2004).
Classification: F33 C33 A63
4
Difficulties learning simple addition facts: A persistent problem. (English)
Bana, Jack et al., Mathematics education beyond 2000. Vol. 1. , (ISBN 0-9596844-8-4). 324-330 (2000).
Classification: F30
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