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Result 1 to 20 of 26 total

Comparison of perimeters: improving students’ performance by increasing the salience of the relevant variable. (English)
ZDM, Math. Educ. 48, No. 3, 367-378 (2016).
Classification: D70 C30 G40 C80
1
A warning intervention improves students’ ability to overcome intuitive interference. (English)
ZDM, Math. Educ. 47, No. 5, 735-745 (2015).
Classification: C33 C43 D43 G43 D73
2
Preactivation of inhibitory control mechanisms hinders intuitive reasoning. (English)
Int. J. Sci. Math. Educ. 10, No. 4, 763-775 (2012).
Classification: C30
3
Overcoming intuitive interference in mathematics: insights from behavioral, brain imaging and intervention studies. (English)
ZDM, Int. J. Math. Educ. 42, No. 6, 621-633 (2010).
Classification: C30 M60 C80 G30
4
The effect of intervention on accuracy of students’ responses and reaction times to geometry problems. (English)
Int. J. Sci. Math. Educ. 8, No. 1, 185-201 (2010).
Classification: D63 G33 C33
5
Intuitive interference in probabilistic reasoning. (English)
Int. J. Sci. Math. Educ. 4, No. 4, 627-639 (2006).
Classification: C33 K53 D23
6
Are intuitive rules universal? (English)
Int. J. Sci. Math. Educ. 4, No. 3, 417-436 (2006).
Classification: C30 C60
7
Intuitive rules in science and mathematics: a reaction time study. (English)
Int. J. Math. Educ. Sci. Technol. 37, No. 8, 913-924 (2006).
Classification: C30
8
The intuitive rules theory: Comparison situations and infinite processes. (English)
Fujita, Hiroshi et al., Proceedings of the ninth international congress on mathematical education (ICME-9). Kluwer Academic Publ., Norwell, MA (ISBN 1-4020-7902-8). 203-204 (2004).
Classification: D60 D50
9
Investigating the influence of the intuitive rules in Israel and in Taiwan. (English)
van den Heuvel-Panhuizen, Marja, Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education. Vol. 4. , (ISBN 90-74684-16-5). 311-318 (2001).
Classification: C30
10
How students (mis-)understand science and mathematics. Intuitive rules. (English)
Teachers College Press, New York, NY (ISBN 0-8077-3958-8). 135 p. (2000).
Classification: D70
11
Intuitive rules: a way to explain and predict students’ reasoning. (English)
Educ. Stud. Math. 38, No. 1-3, 51-66 (1999).
Classification: C30
12
Intuitive rules and comparison tasks. (English)
Math. Think. Learn. 1, No. 3, 179-194 (1999).
Classification: C30
13
Do equilateral polygons have equal angles? (English)
Olivier, Alwyn et al., 22. Conference of the International Group for the Psychology of Mathematics Education (PME 22). Vol. 4. ,. 137-144 (1998).
Classification: C30
14
Is it possible to confine the application of the intuitive rule. Subdivision processes can always be repeated? (English)
Int. J. Math. Educ. Sci. Technol. 29, No. 6, 813-825 (1998).
Classification: C33
15
Intuitive rules and comparison tasks the grasp of vertical angles. (English)
Makrides, Gregory A., Mathematics - education and applications. MC-MEA ’97. ,. 269-276 (1997).
Classification: G20
16
Is the length of the sum of three sides of a pentagon longer that the sum of the other sides? (English)
Pehkonen, Erkki, 21. conference of the International Group for the Psychology of Mathematics Education. ,. 214-221 (1997).
Classification: G30
17
Subdivision processes in mathematics and science. (English)
J. Res. Sci. Teach. 30, No. 6, 579-586 (1993).
Classification: C30
18
Divisibility of a line segment and of a copper wire. An investigation into finite and infinite solution methods by students aged 12-16. (Die Teilbarkeit einer Strecke und eines Kupferdrahts eine Untersuchung ueber finite und infinite Loesungsansaetze bei 12-16 jaehrigen Schuelerinnen und Schuelern.) (German)
Chim. Didact. 19, No. 1, 5-20 (1993).
Classification: C33
19
Overgeneralization in mathematics and science: the effect of external similarity. (English)
Int. J. Math. Educ. Sci. Technol. 23, No. 2, 239-248 (1992).
Classification: C33
20
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Result 1 to 20 of 26 total

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