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1886


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Result 201 to 220 of 1886 total

Linking the van Hiele theory to instruction. (English)
Teach. Child. Math. 21, No. 5, 304-313 (2014).
Classification: G22 G42 U62 C32
201
Using constructed knowledge to multiply fractions. (English)
Teach. Child. Math. 20, No. 7, 444-451 (2014).
Classification: F42 C32
202
Understanding fractions. (English)
Prim. Math. 18, No. 2, 15-17 (2014).
Classification: F42 D72 C32 U62
203
Is it counting, or is it adding? (English)
Teach. Child. Math. 20, No. 8, 498-507 (2014).
Classification: F32 C32
204
Beyond cookies: understanding various division models. (English)
Teach. Child. Math. 20, No. 6, 366-373 (2014).
Classification: F32 U62 F39 C32 C39
205
Addition and subtraction in the early years. III: From counting-back to counting up. (English)
Prim. Math. 18, No. 2, 22-25 (2014).
Classification: F32 D72 C32
206
Warning signs! (English)
Teach. Child. Math. 21, No. 2, 107-113 (2014).
Classification: D42 D52 C32 C72
207
Investigation of the big-fish-little-pond effect on students’ self-concept of learning mathematics and science in Taiwan: results from TIMSS 2011. (English)
Asia-Pac. Educ. Res. 23, No. 3, 769-778 (2014).
Classification: C22 C23 C32 C33
208
Scaffolding game-based learning: impact on learning achievements, perceived learning, and game experiences. (English)
Comput. Educ. (Exeter) 70, 65-79 (2014).
Classification: U72 M42 M32 F92 A22 R82 C32
209
Negative integer understanding: characterizing first graders’ mental models. (English)
J. Res. Math. Educ. 45, No. 2, 194-245 (2014).
Classification: F42 C32
210
Obstacles and affordances for integer reasoning: an analysis of children’s thinking and the history of mathematics. (English)
J. Res. Math. Educ. 45, No. 1, 19-61 (2014).
Classification: F42 D72 C32 A30
211
Making a mathematical symphony: emphasis on relational thinking and connections. (English)
Ohio J. Sch. Math. 70, 11-15 (2014).
Classification: D39 C32
212
Pointing to “that”: deixis and shared intentionality in young children’s collaborative group work. (English)
Learn. Math. 34, No. 3, 25-30 (2014).
Classification: C72 C32 D42 C52
213
Primary school students’ understanding of equation structure and the meaning of equal sign: a Chinese sample study. (English)
J. Korean Soc. Math. Educ., Ser. D, Res. Math. Educ. 18, No. 4, 237-256 (2014).
Classification: H32 H33 E42 E43 C32 C33
214
Young learners’ understanding about mass measurement: insights from an open-ended task. (English)
Liljedahl, Peter (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 193-200 (2014).
Classification: F72 C32 D62
215
Second-graders’ mathematical practices for solving fraction tasks. (English)
Investig. Math. Learn. 7, No. 1, 54-81 (2014).
Classification: F42 C32 D52
216
Prior to school mathematical skills and knowledge of children low-achieving at the end of grade 1. (English)
Liljedahl, Peter (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 9-16 (2014).
Classification: F32 F22 C32
217
Developing young children’s understanding of place-value using multiplication and quotitive division. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 409-416 (2014).
Classification: F31 F32 C31 C32
218
The accuracy of maternal reports regarding their children’s mathematical and language abilities. A comparison of maternal estimates and actual test scores of children between 6 and 10 years of age. (Wie genau können Mütter die Mathematik- und Sprachleistungen ihrer Kinder einschätzen? Ein Vergleich zwischen Müttereinschätzung und Testleistungen bei Kindern im Alter von 6‒10 Jahren.) (German. English summary)
Z. Entwicklungspsychol. Pädagog. Psychol. 46, No. 2, 67-78 (2014).
Classification: D62 C32 C20
219
Embodiment in teaching and learning early counting: grounding metaphors. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 65-72 (2014).
Classification: C32 F22 F32
220

Result 201 to 220 of 1886 total

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