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Result 1 to 15 of 15 total

Measuring fraction comparison strategies with eye-tracking. (English)
ZDM, Math. Educ. 48, No. 3, 255-266 (2016).
Classification: F40 C80
1
Formal and informal learning environments: using games to support early numeracy. (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, 231-250 (2015).
Classification: U71 F21 F31 C31 A21 R81
2
Numbers in mind. Findings of neuroscientific research and implications for teaching and learning. (Zahlen im Kopf. Erkenntnisse neurowissenschaftlicher Forschung und Implikationen für das Lehren und Lernen von Zahlen.) (German)
Math. Differ. 6, No. 3, 8-10 (2015).
Classification: C82 F32 F22 C32
3
Primary school children’s strategies in solving contingency table problems: the role of intuition and inhibition. (English)
ZDM, Math. Educ. 47, No. 5, 825-836 (2015).
Classification: D52 K42 K52 C32 C42
4
Expert mathematicians’ strategies for comparing the numerical values of fractions ‒ evidence from eye movements. (English)
Liljedahl, Peter (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. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 337-344 (2014).
Classification: F40 C80
5
The role of pictures in reading mathematical proofs: an eye movement study. (English)
Nicol, Cynthia (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. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 121-128 (2014).
Classification: E50 C30
6
Do first graders make efficient use of external number representations? The case of the twenty-frame. (English)
Cogn. Instr. 32, No. 4, 353-373 (2014).
Classification: F32 C32 U62
7
Students’ performance on mathematics. What does PISA 2012 tell us? (Mathematikleistungen von Schülern 2012. Was sagt uns PISA 2012?) (German)
MNU, Math. Naturwiss. Unterr. 67, No. 4, 197-201 (2014).
Classification: D10 B20 D60 A40
8
The natural number bias and magnitude representation in fraction comparison by expert mathematicians. (English)
Learn. Instr. 28, 64-72 (2013).
Classification: F40 D70
9
How training on exact or approximate mental representations of number can enhance first-grade students’ basic number processing and arithmetic skills. (English)
Learn. Instr. 23, 125-135 (2013).
Classification: F22 F32 C32
10
Mathematics instruction in Germany: results from PISA 2012. (Mathematikunterricht in Deutschland: Befunde aus PISA 2012.) (German)
Prenzel, Manfred (ed.) et al., PISA 2012. Fortschritte und Herausforderungen in Deutschland. Münster: Waxmann (ISBN 978-3-8309-3001-3/pbk). 123-154 (2013).
Classification: B20 C70 D40 D20 D30
11
Expert mathematicians’ natural number bias in fraction comparison. (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). 393-400 (2013).
Classification: F40
12
Mental representations of numbers and the acquisition of arithmetic skills. Conceptualization of fostering with psychological didactic foundations and evaluation in year 1. (Mentale Repräsentationen von Zahlen und der Erwerb arithmetischer Fähigkeiten. Konzeptionierung einer Förderung mit psychologisch-didaktischer Grundlegung und Evaluation im ersten Schuljahr.) (German)
Empirische Studien zur Didaktik der Mathematik 11. Münster: Waxmann (ISBN 978-3-8309-2705-1/pbk). 328~p. (2012).
Classification: F20 C30 Reviewer: Astrid Fischer (Oldenburg)
13
Bringing brain imaging to the school to assess arithmetic problem solving: chances and limitations in combining educational and neuroscientific research. (English)
ZDM, Int. J. Math. Educ. 42, No. 6, 541-554 (2010).
Classification: C30 C40 D50 F20 F30 C80 M60
14
What happens in the brain during mental calculations? A neurophysiological investigation of brain activity during the solution of two-digit addition problems. (Was passiert im Gehirn beim Kopfrechnen? ‒ Eine neurophysiologische Untersuchung der Hirnaktivitäten beim Lösen zweistelliger Additionsaufgaben.) (German)
Vásárhelyi, Eva (ed.), Beiträge zum Mathematikunterricht 2008. Vorträge auf der 42. GDM Tagung für Didaktik der Mathematik. Münster: WTM-Verlag; Münster: Martin Stein Verlag (ISBN 978-3-9811015-7-7/print edition; 978-3-9811015-8-4/CD). 625-628 (2008).
Classification: C80 C30
15
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