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Result 1 to 8 of 8 total

The complexity of the affordance-ability relationship when second-grade children interact with mathematics virtual manipulative apps. (English)
Technol. Knowl. Learn. 21, No. 3, 341-360 (2016).
Classification: U72 C42 C32
1
Zooming in on children’s thinking. (English)
Aust. Prim. Math. Classr. 21, No. 1, 22-28 (2016).
Classification: U70
2
An examination of children’s learning progression shifts while using touch screen virtual manipulative mathematics apps. (English)
Comput. Hum. Behav. 64, 814-828 (2016).
Classification: U51 U52 C31 C32 U71 U72
3
The role of affordances in children’s learning performance and efficiency when using virtual manipulative mathematics touch-screen apps. (English)
Math. Educ. Res. J. 28, No. 1, 79-105 (2016).
Classification: U70
4
The modification of attributes, affordances, abilities, and distance for learning framework and its applications to interactions with mathematics virtual manipulatives. (English)
Moyer-Packenham, Patricia S. (ed.), International perspectives on teaching and learning mathematics with virtual manipulatives. Cham: Springer (ISBN 978-3-319-32716-7/hbk; 978-3-319-32718-1/ebook). Mathematics Education in the Digital Era 7, 41-69 (2016).
Classification: U70 D40 C30 C40
5
Young children’s learning performance and efficiency when using virtual manipulative mathematics iPad apps. (English)
J. Comput. Math. Sci. Teach. 34, No. 1, 41-69 (2015).
Classification: U51 U52 U71 U72 C31 C32
6
REFractions: the representing equivalent fractions game. (English)
Aust. Prim. Math. Classr. 19, No. 1, 29-34 (2014).
Classification: F40
7
Second-graders’ mathematical practices for solving fraction tasks. (English)
Investig. Math. Learn. 7, No. 1, 54-81 (2014).
Classification: F42 C32 D52
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Result 1 to 8 of 8 total

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