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Result 1 to 20 of 23 total

Mental computation or standard algorithm? Children’s strategy choices on multi-digit subtractions. (English)
Eur. J. Psychol. Educ. 31, No. 2, 99-116 (2016).
Classification: F32
1
Kindergartners’ spontaneous focusing on numerosity in relation to their number-related utterances during numerical picture book reading. (English)
Math. Think. Learn. 18, No. 2, 125-141 (2016).
Classification: F21 C31 U61
2
Describing and studying domain-specific serious games: introduction. (English)
Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 1-6 (2015).
Classification: D40 U70 A20 R80 D20
3
Describing and studying domain-specific serious games. (English)
Advances in Game-Based Learning. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). xi, 259~p. (2015).
Classification: A60 U70 A20 C30 C20
4
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
5
The acquisition of preschool mathematical abilities: theoretical, methodological and educational considerations. (English)
Math. Think. Learn. 17, No. 2-3, 99-115 (2015).
Classification: A60 D31 F21 F31 C41 C31
6
Teachers’ content and pedagogical content knowledge on rational numbers: a comparison of prospective elementary and lower secondary school teachers. (English)
Teach. Teach. Educ. 47, 82-92 (2015).
Classification: F49 D79
7
Subtraction by addition in children with mathematical learning disabilities. (English)
Learn. Instr. 30, 1-8 (2014).
Classification: F30 C40 C90 C30
8
Efficient and flexible strategy use on multi-digit sums: a choice/no-choice study. (English)
Res. Math. Educ. 15, No. 2, 129-140 (2013).
Classification: F32 C32
9
CERME7 working group 2: teaching and learning of number systems and arithmetic. (English)
Res. Math. Educ. 14, No. 2, 187-188 (2012).
Classification: F10
10
Children’s use of subtraction by addition on large single-digit subtractions. (English)
Educ. Stud. Math. 79, No. 3, 335-349 (2012).
Classification: F32 D52
11
Frequency, efficiency and flexibility of indirect addition in two learning environments. (English)
Learn. Instr. 20, No. 3, 205-215 (2010).
Classification: F32
12
Efficiency and flexibility of indirect addition in the domain of multi-digit subtraction. (English)
Learn. Instr. 19, No. 1, 1-12 (2009).
Classification: F30
13
Conceptualizing, investigating, and enhancing adaptive expertise in elementary mathematics education. (English)
Eur. J. Psychol. Educ. 24, No. 3, 335-359 (2009).
Classification: D32
14
Acquisition and use of shortcut strategies by traditionally schooled children. (English)
Educ. Stud. Math. 71, No. 1, 1-17 (2009).
Classification: F32 C32
15
Jump or compensate? Strategy flexibility in the number domain up to 100. (English)
ZDM, Int. J. Math. Educ. 41, No. 5, 581-590 (2009).
Classification: F32 C32 D22
16
Solving subtraction problems by means of indirect addition. (English)
Math. Think. Learn. 11, No. 1-2, 79-91 (2009).
Classification: F30 D50
17
The development of children’s adaptive expertise in the number domain 20 to 100. (English)
Cogn. Instr. 24, No. 4, 439-465 (2006).
Classification: F32 C32
18
Adaptive expertise in the number domain 20‒100. (English)
Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 5, 289-296 (2006).
Classification: F32 D52
19
Simple addition strategies in a first-grade class with multiple strategy instruction. (English)
Cogn. Instr. 23, No. 1, 1-21 (2005).
Classification: F32 C32
20
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Result 1 to 20 of 23 total

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