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Result 1 to 19 of 19 total

The benefits of computer-generated feedback for mathematics problem solving. (English)
J. Exp. Child Psychol. 147, 140-151 (2016).
Classification: F32 U52 D62 U72 C32
1
When feedback is cognitively-demanding: the importance of working memory capacity. (English)
Instr. Sci. 43, No. 1, 73-91 (2015).
Classification: D42 C32 D52
2
Diagnosing misconceptions: revealing changing decimal fraction knowledge. (English)
Learn. Instr. 37, 21-29 (2015).
Classification: F42 F43 D72 D73
3
Student, teacher, and instructional characteristics related to students’ gains in flexibility. (English)
Contemp. Educ. Psychol. 41, 198-208 (2015).
Classification: D53 C43 H23 C49 C73
4
Beyond numeracy in preschool: adding patterns to the equation. (English)
Early Child. Res. Q. 31, 101-112 (2015).
Classification: G21 F21
5
Learning from comparison in algebra. (English)
Contemp. Educ. Psychol. 40, 41-54 (2015).
Classification: H33 H23 D33
6
Achievement motivation and knowledge development during exploratory learning. (English)
Learn. Individ. Differ. 37, 13-26 (2015).
Classification: D42 D52 C22 C32 F32
7
Using erroneous examples to improve mathematics learning with a web-based tutoring system. (English)
Comput. Hum. Behav. 36, 401-411 (2014).
Classification: U53 D33 F43 D53
8
The effectiveness of using incorrect examples to support learning about decimal magnitude. (English)
Learn. Instr. 22, No. 3, 206-214 (2012).
Classification: F43 C73 D73
9
To err is human, to explain and correct is divine: a study of interactive erroneous examples with middle school math students. (English)
Ravenscroft, Andrew (ed.) et al., 21st century learning for 21st century skills. 7th European conference of technology enhanced learning, EC-TEL 2012, Saarbrücken, Germany, September 18‒21, 2012. Proceedings. Berlin: Springer (ISBN 978-3-642-33262-3/pbk). Lecture Notes in Computer Science 7563, 222-235 (2012).
Classification: U50 D70 D50
10
Measure for measure: what combining diverse measures reveals about children’s understanding of the equal sign as an indicator of mathematical equality. (English)
J. Res. Math. Educ. 43, No. 3, 316-350 (2012).
Classification: H32 H33 C32 C33 E42 E43
11
Can erroneous examples help middle-school students learn decimals? (English)
Kloos, Carlos Delgado (ed.) et al., Towards ubiquitous learning. 6th European Conference of Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20‒23, 2011. Proceedings. Berlin: Springer (ISBN 978-3-642-23984-7/pbk). Lecture Notes in Computer Science 6964, 181-195 (2011).
Classification: F43 R33 U73
12
Comparing pays off! (English)
Math. Teach. (Reston) 103, No. 8, 608-612 (2010).
Classification: H33 D53
13
Iterating between lessons on concepts and procedures can improve mathematics knowledge. (English)
Br. J. Educ. Psychol. 79, No. 3, 483-500 (2009).
Classification: C73 U53
14
The role of prior knowledge in the development of strategy flexibility: the case of computational estimation. (English)
ZDM, Int. J. Math. Educ. 41, No. 5, 569-579 (2009).
Classification: F33 C33 D23
15
Flexibility in problem solving: the case of equation solving. (English)
Learn. Instr. 18, No. 6, 565-579 (2008).
Classification: D53 H33
16
Designing knowledge scaffolds to support mathematical problem solving. (English)
Cogn. Instr. 23, No. 3, 313-349 (2005).
Classification: C33 D43
17
Conceptual and procedural knowledge of mathematics: does one lead to the other? (English)
J. Educ. Psychol. 91, No. 1, 175-189 (1999).
Classification: C32
18
The relation between conceptual and procedural knowledge in learning mathematics: A review. (English)
Donlan, Chris, The development of mathematical skills. Psychology Press, Hove (ISBN 0-86377-817-8). 75-110 (1998).
Classification: C30
19
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Result 1 to 19 of 19 total

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