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Result 1 to 20 of 23 total

Improving word problem performance in elementary school students by enriching word problems used in mathematics teaching. (English)
Nord. Mat.didakt. 21, No. 2, 23-44 (2016).
Classification: F92 F93 D52 D53
1
Neuroscientific studies of mathematical thinking and learning: a critical look from a mathematics education viewpoint. (English)
ZDM, Math. Educ. 48, No. 3, 385-391 (2016).
Classification: C80 C30
2
Adaptive number knowledge: exploring the foundations of adaptivity with whole-number arithmetic. (English)
Learn. Individ. Differ. 47, 172-181 (2016).
Classification: F30 C40 C30
3
Number navigation game (NNG): experience and motivational effects. (English)
Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 171-189 (2015).
Classification: U73 F33 C23 C33 A23 R83
4
Developing adaptive number knowledge with the number navigation game-based learning environment. (English)
Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 155-170 (2015).
Classification: U73 C33 F33 D33 A23 R83 D53
5
Number navigation game (NNG): design principles and game description. (English)
Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 45-61 (2015).
Classification: U70 F30 A20 R80 D50
6
Describing and studying domain-specific serious games: introduction. (English)
Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 1-6 (2015).
Classification: D40 U70 A20 R80 D20
7
Preschool spontaneous focusing on numerosity predicts rational number conceptual knowledge 6 years later. (English)
ZDM, Math. Educ. 47, No. 5, 813-824 (2015).
Classification: F20 F30 F40 C30 C40
8
Describing and studying domain-specific serious games. (English)
Advances in Game-Based Learning. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). xi, 259~p. (2015).
Classification: A60 U70 A20 C30 C20
9
Modeling the developmental trajectories of rational number concept(s). (English)
Learn. Instr. 37, 14-20 (2015).
Classification: F42 F43 C32 C33 D72 D73
10
Preschool children’s spontaneous focusing on numerosity, subitizing, and counting skills as predictors of their mathematical performance seven years later at school. (English)
Math. Think. Learn. 17, No. 2-3, 155-177 (2015).
Classification: C41 F21 C33 C43
11
Unraveling the gap between natural and rational numbers. (English)
Learn. Instr. 37, 1-4 (2015).
Classification: A60 F40 D70
12
Spontaneous focusing on quantitative relations in the development of children’s fraction knowledge. (English)
Cogn. Instr. 32, No. 2, 198-218 (2014).
Classification: F41 F42 C31 C32
13
Young children’s recognition of quantitative relations in mathematically unspecified settings. (English)
J. Math. Behav. 32, No. 3, 450-460 (2013).
Classification: F71 F72 F21 F22
14
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. (English)
Learn. Instr. 21, No. 3, 379-393 (2011).
Classification: D52 F92 C52
15
Spontaneous focusing on numerosity as a domain-specific predictor of arithmetical skills. (English)
J. Exp. Child Psychol. 107, No. 4, 394-406 (2010).
Classification: F21 C31 C41
16
Development of counting skills: role of spontaneous focusing on numerosity and subitizing-based enumeration. (English)
Math. Think. Learn. 9, No. 1, 51-57 (2007).
Classification: C31 F21
17
Spontaneous focusing on numerosity and mathematical skills of young children. (English)
Learn. Instr. 15, No. 3, 237-256 (2005).
Classification: F21 F22
18
Number concept and conceptual change: towards a systemic model of the processes of change. (English)
Learn. Instr. 14, No. 5, 519-534 (2004).
Classification: C30
19
The quality of conceptual change in mathematics. The case of number concept. (English)
Nord. Mat.didakt. 9, No. 2, 145-163 (2004).
Classification: C34 F44 F54 I24
20
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