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An early mathematical patterning assessment: identifying young Australian indigenous children’s patterning skills. (English)
Math. Educ. Res. J. 27, No. 4, 519-534 (2015).
Classification: D61 F21 C61
1
The impact of a patterns and early algebra program on children in transition to school in Australian indigenous communities. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 217-236 (2015).
Classification: D31 F21 F31 C61 B21
2
Improving numeracy outcomes for young Australian indigenous children. (English)
English, Lyn D (ed.) et al., Reconceptualizing early mathematics learning. Dordrecht: Springer (ISBN 978-94-007-6439-2/hbk; 978-94-007-6440-8/ebook). Advances in Mathematics Education, 253-281 (2013).
Classification: F21 F22 G21 G22 C31 C32 C61 C62
3
Assessing the development of preschoolers’ mathematical patterning. (English)
J. Res. Math. Educ. 42, No. 3, 237-268 (2011).
Classification: C31 F21
4
Promoting repeating patterns with young children‒more than just alternating colours! (English)
Aust. Prim. Math. Classr. 12, No. 3, 8-13 (2007).
Classification: H21 G21 C31
5
Preschoolers’ mathematical patterning. (English)
Clarkson, Philip et al., MERGA 28 - 2005. Building connections: Theory, research and practice. Vol. 1 and 2. ,. 609-616 (2005).
Classification: C31 C41 D61
6
Monitoring early mathematical development in transition from pre-school to formal schooling: An intervention study. (English)
Putt, Ian et al., MERGA 27: Mathematics education for the third millennium: Towards 2010. Vol. 2. , (ISBN 1-920846-04-2). 634 (2004).
Classification: D31 D32 D61 D62
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