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Result 1 to 13 of 13 total

Bridging the gap: fraction understanding is central to mathematics achievement in students from three different continents. (English)
Learn. Instr. 37, 5-13 (2015).
Classification: F43 C33 C43 C63
1
Development of fraction concepts and procedures in U.S. and Chinese children. (English)
J. Exp. Child Psychol. 129, 68-83 (2015).
Classification: F43 C33
2
Relations of different types of numerical magnitude representations to each other and to mathematics achievement. (English)
J. Exp. Child Psychol. 123, 53-72 (2014).
Classification: C33 F43
3
Numerical landmarks are useful ‒ except when they’re not. (English)
J. Exp. Child Psychol. 120, 39-58 (2014).
Classification: F43 C33
4
Implications of cognitive science research for mathematics education. (English)
Kilpatrick, Jeremy et al., A research companion to the principles and standards for school mathematics. National Council of Teachers of Mathematics, Reston, VA (ISBN 0-87353-537-5). 289-303 (2003).
Classification: C30
5
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
6
Individual Differences in Strategy Choices: Good Students, Not-So-Good Students, and Perfectionists. Individuelle Unterschiede bei der Wahl der Strategie: Gute Schueler, nicht so gute Schueler und Perfektionisten. (English)
Child Dev. (Aug 1988) v. 59(4) p. 833-51. CODEN: CHDEAW [ISSN 0009-3920]
Classification: C32
7
Strategy choices in addition and subtraction: how do children know what to do. Strategiewahl beim Addieren und Subtrahieren: Wie wissen Kinder, was sie tun. (English)
Origins of cognitive skills. Urspruenge kognitiver Faehigkeiten. Editor(s): Sophian, C. (Carnegie-Mellon Univ., Pittsburgh, PA (USA)) Hillsdale, NJ: Erlbaum. 1984. p. 229-293 of 455 p. Conference: 18. annual Carnegie symposium on cognition, Pittsburgh, PA (USA), May 1983 [ISBN 0-89859-390-5]
Classification: F30
8
A Featural Analysis of Preschoolers’ Counting Knowledge. Eine Untersuchung zur Zaehlfaehigkeit bei Vorschuelern. (English)
Dev. Psychol. (Jul 1984) v. 20(4) p. 607-18. CODEN: DEVPA0 [ISSN 0012-1649]
Classification: F21 D71 C61
9
How Knowledge Influences Learning. Wie das Wissen das Lernen beeinflusst. (English)
Am. Sci. (Nov-Dec 1983) v. 71(6) p. 631-38. CODEN: AMSCAC [ISSN 0003-0996]
Classification: C30
10
How Does Change Occur: A Microgenetic Study of Number Conservation. (English)
Cogn. Psychol. 28, No. 3, 225-73 (1995).
Classification: C31
11
Metrics and Mappings: A Framework for Understanding Real-World Quantitative Estimation. (English)
Psychol. Rev. 100, No. 3, 511-34 (1993).
Classification: C20
12
Preschoolers’ abilities to recognize counting errors. Die Faehigkeiten von Vorschuelern, Abzaehlfehler zu erkennen. (English)
Research reporting sections, National Council of Teachers of Mathematics 59th annual meeting. Forschungsgruppen des National Council of Teachers of Mathematics, 59. Jahrestagung. Editor(s): Higgins, J.L. Ohio State Univ., Columbus (USA). ERIC Clearinghouse for Science, Mathematics and Environmental Education nd . p. 7-9 of 60 p. Ser. Title: Mathematics education reports. Conference: 59. annual meeting of the National Council of Teachers of Mathematics, Saint Louis, MO (USA), 22-25 Apr 1981
Classification: D71 F21 C61
13
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