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1886


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Result 121 to 140 of 1886 total

Working memory and recollection contribute to academic achievement. (English)
Learn. Individ. Differ. 43, 164-169 (2015).
Classification: C32 C33 C82 C83
121
Incoming first graders’ quantity determinations and interpretations of geometrical and arithmetical structures in decadal arrays of 20 and 100 dots. (Geometrische und arithmetische Strukturdeutungen von Schulanfängerinnen und Schulanfängern bei Anzahlbestimmungen im Zwanziger- und im Hunderterfeld.) (German. English summary)
J. Math.-Didakt. 36, No. 1, 135-162 (2015).
Classification: F32 C32
122
Key point in the first grade. Developng the part-whole concept with the help of shaker boxes. (Knackpunkt im ersten Schuljahr. Das Teil-Ganzes-Konzept mit Hilfe von Schüttelboxen erarbeiten.) (German)
Grundsch. Math. 44, 10-15 (2015).
Classification: F32 F22 C32 D42 U62
123
Inhibition in dot comparison tasks. (English)
ZDM, Math. Educ. 47, No. 5, 759-770 (2015).
Classification: F22 F32 C32 C42
124
No number stands alone. From direct to relational number concepts. (Keine Zahl steht für sich allein. Von direkten zu relationalen Zahlvorstellungen.) (German)
Grundsch. Math. 44, 40-43 (2015).
Classification: F22 F32 C32 U62
125
Passed the seeing-quickly driver license! Observing and assessing the quick detection of quantities. (Blitzseh-Führerschein bestanden! Das schnelle Erfassen von Anzahlen beobachten und beurteilen.) (German)
Grundsch. Math. 44, 36-39 (2015).
Classification: F22 U62 N22 C32
126
“The larger the number, the larger the steps". Expanding conceptions of numbers using the number line. (“Je größer die Zahl, desto größer die Schritte". Zahlvorstellungen mit dem Zahlenstrahl erweitern.) (German)
Grundsch. Math. 44, 28-31 (2015).
Classification: F22 F32 U62 C32
127
One million grains of rice. Developing the conception of sets up to one million. (Eine Million Reiskörner. Mengenvorstellungen von einer Million entwickeln.) (German)
Grundsch. Math. 44, 24-27 (2015).
Classification: F22 N22 F32 C32 U62
128
If numbers do not become understandable. Activities for fostering the conception of numbers in grade 3 students. (Wenn Zahlen nicht begreifbar werden. Fördermaßnahmen für die Zahlvorstellung von Drittklässlern.) (German)
Grundsch. Math. 44, 20-23 (2015).
Classification: F22 C92 F32 D72 C32 U62
129
Safe till 100. Constructing and stabilizing cardinal number concepts in a playfull way. (Sicher bis 100. Spielerisch kardinale Zahlvorstellungen aufbauen und festigen.) (German)
Grundsch. Math. 44, 16-19 (2015).
Classification: F22 F32 C32 U62
130
“On what one can count". Important learning prerequisites of first-grade students. (“Auf was man zählen kann". Wichtige Lernvoraussetzungen von Schulanfängern.) (German)
Grundsch. Math. 44, 6-9 (2015).
Classification: F22 F32 C42 C32
131
Schematic certificates. A step on the way to competence-oriented assessment. (Rasterzeugnisse. Ein Schritt auf dem Weg zur kompetenzorientierten Leistungsbewertung.) (German)
Math. Differ. 6, No. 2, 42-46 (2015).
Classification: D62 C42 C32
132
Assessment based on presentations. We present our self-made “nice packages". (Leistungsbewertung auf Grundlage von Präsentationen. Wir präsentieren unsere selbst erstellten “schönen Päckchen".) (German)
Math. Differ. 6, No. 2, 28-35 (2015).
Classification: D62 D52 C32 D42
133
Primary school children’s strategies in solving contingency table problems: the role of intuition and inhibition. (English)
ZDM, Math. Educ. 47, No. 5, 825-836 (2015).
Classification: D52 K42 K52 C32 C42
134
Mathematics and transition to school: theoretical frameworks and practical implications. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 1-12 (2015).
Classification: D20 C32
135
Socio-professional inclusion and student communities. To the didactisation of peer support in the beginning of primary school. (Sociofaglig inklusion og elevfællesskaber. Til didaktiseringen af kammerathjælp i matematikundervisning på folkeskolens begyndertrin.) (Danish. English summary)
Nord. Mat.didakt. 20, No. 2, 27-52 (2015).
Classification: C72 C32 C62
136
Transition to school: supporting children’s engagement in mathematical thinking processes. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 295-312 (2015).
Classification: C32 C22 D32
137
Mathematical conversations that challenge children’s thinking. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 273-293 (2015).
Classification: C32 C52
138
Transition to school: prior to school mathematical skills and knowledge of low-achieving children at the end of grade 1. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 65-83 (2015).
Classification: C32 C42 C41
139
Assessing young children’s mathematical understanding: opportunities and expectations at the transition to school. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 31-45 (2015).
Classification: C31 C32 C41 C42
140

Result 121 to 140 of 1886 total

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