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Development of visual working memory and distractor resistance in relation to academic performance. (English)
J. Exp. Child Psychol. 154, 98-112 (2017).
Classification: C30
21
Individual differences in nonverbal number skills predict math anxiety. (English)
Cognition 159, 156-162 (2017).
Classification: C20 F20 C30
22
The effects of a digital formative assessment tool on mathematics achievement and student motivation: results of a randomized experiment. (English)
Comput. Educ. (Exeter) 106, 83-96 (2017).
Classification: D60 U50 C30 C20
23
Mathematical competencies in mathematics education (to appear). (English)
Mathematics Education Library. Berlin: Springer (ISBN 978-3-319-03607-6/hbk; 978-3-319-03608-3/ebook). 350~p. (2017).
Classification: D30 B70 B50 C30 C40
24
Students’ use of electronic support tools in mathematics. (English)
Educ. Technol. Res. Dev. 64, No. 6, 1163-1182 (2016).
Classification: U70 U50 D70 C30
25
The effectiveness of volition support (VoS) in promoting students’ effort regulation and performance in an online mathematics course. (English)
Instr. Sci. 44, No. 4, 359-377 (2016).
Classification: U50 C30 C40
26
What can student work show? From playing a game to exploring probability theory. (English)
Aust. Prim. Math. Classr. 21, No. 2, 32-35 (2016).
Classification: K50 C30 D30
27
People’s conditional probability judgments follow probability theory (plus noise). (English)
Cogn. Psychol. 89, 106-133 (2016).
Classification: K50 C30
28
Are we now statisticians? Assessment and raising awareness of learning success after a teaching sequence on the topic “We become statisticians”. (Sind wir nun Statistiker? Einschätzung und Bewusstmachung des Lernerfolgs nach einer Unterrichtsreihe zum Thema “Wir werden Statistiker”.) (German)
Grundsch.unterr., Math. 63, No. 2, 19-22 (2016).
Classification: K40 D80 C30
29
Three concepts or one? Students’ understanding of basic limit concepts. (English)
Educ. Stud. Math. 93, No. 3, 315-332 (2016).
Classification: I30 I20 C30
30
Fostering understanding of variable with patterns. (English)
Teach. Child. Math. 22, No. 7, 420-427 (2016).
Classification: H20 C30
31
Abstract algebra learning: mental structures, definitions, examples, proofs and structure sense. (English. French summary)
Ann. Didact. Sci. Cogn. 21, 297-316 (2016).
Classification: H20 E40 C30
32
The semiotic and conceptual genesis of angle. (English)
ZDM, Math. Educ. 48, No. 6, 875-894 (2016).
Classification: G40 C30 U20 D30
33
Rotate it! ‒ effects of touch-based gestures on elementary school students’ solving of mental rotation tasks. (English)
Comput. Educ. (Exeter) 103, 158-169 (2016).
Classification: G20 C30 U70
34
Expertise, inhibitory control and arithmetic word problems: a negative priming study in mathematics experts. (English)
Learn. Instr. 45, 40-48 (2016).
Classification: F90 C30
35
Inch by inch, we measure. (English)
Teach. Child. Math. 22, No. 8, 468-475 (2016).
Classification: F70 C30 D70
36
The effects of GeoGebra on third grade primary students’ academic achievement in fractions. (English)
Math. Educ. (Ank.) 11, No. 2, 347-355 (2016).
Classification: F40 U70 C30
37
Stages in constructing and coordinating units additively and multiplicatively. II. (English)
Learn. Math. 36, No. 1, 34-39 (2016).
Classification: F30 C30
38
Multiplicative thinking: much more than knowing multiplication facts and procedures. (English)
Aust. Prim. Math. Classr. 21, No. 1, 34-38 (2016).
Classification: F30 C30
39
The cognitive process of Chinese abacus arithmetic. (English)
Int. J. Sci. Math. Educ. 14, No. 8, 1499-1516 (2016).
Classification: F30 U60 C30
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Result 21 to 40 of 5285 total

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