History


Help on query formulation
first | previous | 1 | next | last

Result 1 to 9 of 9 total

A specific misconception of the equal sign acts as a barrier to children’s learning of early algebra. (English)
Learn. Individ. Differ. 38, 61-67 (2015).
Classification: H22 H23 H32 H33 D72 D73 E42 E43
1
Benefits of “concreteness fading" for children’s mathematics understanding. (English)
Learn. Instr. 35, 104-120 (2015).
Classification: D42 F32 E42 U62 C32
2
“Concreteness fading" promotes transfer of mathematical knowledge. (English)
Learn. Instr. 22, No. 6, 440-448 (2012).
Classification: C35 D45
3
Middle school students’ understanding of core algebraic concepts: equivalence \& variable. (English)
Cai, Jinfa (ed.) et al., Early algebraization. A global dialogue from multiple perspectives. Berlin: Springer (ISBN 978-3-642-17734-7/hbk; 978-3-642-17735-4/ebook). Advances in Mathematics Education, 259-276 (2011).
Classification: H23 C33 D23
4
Should you show me the money? Concrete objects both hurt and help performance on mathematics problems. (English)
Learn. Instr. 19, No. 2, 171-184 (2009).
Classification: F93 C73
5
The importance of equal sign understanding in the middle grades. (English)
Math. Teach. Middle Sch. 13, No. 9, 514-519 (2008).
Classification: H23 C33 E43
6
A longitudinal examination of middle school students’ understanding of the equal sign and equivalent equations. (English)
Math. Think. Learn. 9, No. 3, 221-246 (2007).
Classification: H30 C30
7
Does understanding the equal sign matter? Evidence from solving equations. (English)
J. Res. Math. Educ. 37, No. 4, 297-312 (2006).
Classification: H33 C33
8
Middle school students’ understanding of core algebraic concepts: equivalence \& variable. (English)
ZDM, Zentralbl. Didakt. Math. 37, No. 1, 68-76 (2005).
Classification: H23 C33
9
first | previous | 1 | next | last

Result 1 to 9 of 9 total

Valid XHTML 1.0 Transitional Valid CSS!