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Result 1 to 20 of 187 total

The effectiveness of a math game: the impact of integrating conceptual clarification as support. (English)
Comput. Hum. Behav. 64, 21-33 (2016).
Classification: U50 U70
1
Children’s use of number line estimation strategies. (English)
Eur. J. Psychol. Educ. 31, No. 2, 117-134 (2016).
Classification: F32 F22 N22
2
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
3
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
4
Neuroscientific studies of mathematical thinking and learning: a critical look from a mathematics education viewpoint. (English)
ZDM, Math. Educ. 48, No. 3, 385-391 (2016).
Classification: C80 C30
5
Transitions in mathematics education. (English)
ICME-13 Topical Surveys. Cham: Springer (ISBN 978-3-319-31621-5/pbk; 978-3-319-31622-2/ebook). x, 34~p. (2016).
Classification: C30 D10
6
Proportional word problem solving through a modeling lens: a half-empty or half-full glass? (English)
Felmer, Patricio (ed.) et al., Posing and solving mathematical problems. Advances and new perspectives. Cham: Springer (ISBN 978-3-319-28021-9/hbk; 978-3-319-28023-3/ebook). Research in Mathematics Education, 209-229 (2016).
Classification: D50 F90 F80
7
“Zeldenrust”: a mathematical game-based learning environment for prevocational students. (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, 63-81 (2015).
Classification: U70 F90 F40 A20 R80
8
Design of the game-based learning environment “Dudeman \& Sidegirl: operation clean world,” a numerical magnitude processing training. (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, 9-26 (2015).
Classification: U70 F30 A20 A80
9
Do students attend to representational illustrations of non-standard mathematical word problems, and, if so, how helpful are they? (English)
Instr. Sci. 43, No. 1, 147-171 (2015).
Classification: F90 D50 M10
10
Inhibiting natural knowledge in fourth graders: towards a comprehensive test instrument. (English)
ZDM, Math. Educ. 47, No. 5, 849-857 (2015).
Classification: F43 F33 D73 C43 C33
11
Inappropriately applying natural number properties in rational number tasks: characterizing the development of the natural number bias through primary and secondary education. (English)
Educ. Stud. Math. 90, No. 1, 39-56 (2015).
Classification: F40 D70
12
In search for the natural number bias in secondary school students’ interpretation of the effect of arithmetical operations. (English)
Learn. Instr. 37, 30-38 (2015).
Classification: F43 F44 D73 D74
13
The relationship between children’s familiarity with numbers and their performance in bounded and unbounded number line estimations. (English)
Math. Think. Learn. 17, No. 2-3, 136-154 (2015).
Classification: F21 F22 C41 C42
14
Combining multiple external representations and refutational text: an intervention on learning to interpret box plots. (English)
Int. J. Sci. Math. Educ. 13, No. 4, 909-926 (2015).
Classification: D75 K45
15
Unraveling the gap between natural and rational numbers. (English)
Learn. Instr. 37, 1-4 (2015).
Classification: A60 F40 D70
16
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
17
Students’ non-realistic mathematical modeling as a drawback of teachers’ beliefs about and approaches to word problem solving. (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 137-156 (2015).
Classification: F90 D50 C29
18
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
19
Solid findings: students’ over-reliance on linearity. (English)
Eur. Math. Soc. Newsl. 95, 51-53 (2015).
Classification: D73 M13 I23 H33 F83
20
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