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Result 1 to 12 of 12 total

Cognitive factors affecting children’s nonsymbolic and symbolic magnitude judgment abilities: A latent profile analysis. (English)
J. Exp. Child Psychol. 152, 173-191 (2016).
Classification: F21 F22 C31 C32 C41 C42
1
Relationship between single digit addition strategies and working memory reflects general reasoning sophistication. (English)
Learn. Instr. 42, 113-122 (2016).
Classification: F32 C32
2
Number-specific and general cognitive markers of preschoolers’ math ability profiles. (English)
J. Exp. Child Psychol. 147, 1-21 (2016).
Classification: C41 F21 C31 C51
3
Working memory, worry, and algebraic ability. (English)
J. Exp. Child Psychol. 121, 120-136 (2014).
Classification: C33 C23 H33 D53
4
Designs for collective cognitive responsibility in knowledge-building communities. (English)
J. Learn. Sci. 18, No. 1, 7-44 (2009).
Classification: M50 D40 C30
5
Profiles of algebraic competence. (English)
Learn. Instr. 18, No. 4, 354-367 (2008).
Classification: C33 H23 H33
6
Pre-service teachers as telementors: exploring the links between theory and practice. (English)
J. Inf. Technol. Teach. Educ. 11, No. 1, 7-22 (2002).
Classification: B50
7
Gesture in collaborative mathematics problem-solving. (English)
J. Math. Behav. 20, No. 4, 447-460 (2001).
Classification: M50
8
Patterns of Knowledge in Children’s Addition. (English)
Dev. Psychol. 39, No. 3, 521-34 (2003).
Classification: F22 C32
9
Young Children’s Understanding of Addition Concepts. (English)
Educ. Psychol. 22, No. 5, 513-32 (2002).
Classification: H42
10
The Role of Conceptual Understanding in Children’s Addition Problem Solving. (English)
Dev. Psychol. 34, No. 5, 882-91 (1998).
Classification: F32
11
The Referential Adequacy of Students’ Visual Analogies of Fractions. (English)
Math. Cogn. 2, No. 2, 137-69 (1996).
Classification: F43
12
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Result 1 to 12 of 12 total

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