History
1
1886


Help on query formulation

Result 221 to 240 of 1886 total

Measuring cognitive load in practicing arithmetic using educational video games on a shared display. (English)
Comput. Hum. Behav. 41, 351-356 (2014).
Classification: U52 U72 F32 C32
221
How many frogs are there? Observing childrens while estimating numbers. (Wie viele Frösche sind zu sehen? Kinder beim Schätzen von Anzahlen beobachten.) (German)
Grundsch. Math. 42, 34-39 (2014).
Classification: N22 F32 C32 D52 U62 D42
222
Exactly or approximately? Fourth-graders discuss the quality of approximations. (Genau oder ungefähr? Viertklässler diskutieren über die Qualität von Näherungswerten.) (German)
Grundsch. Math. 42, 30-33 (2014).
Classification: N22 F32 C32 C52 D52
223
More tables or more chairs? Comparing in classroom and school. (Mehr Tische oder mehr Stühle? In Klassenraum und Schule vergleichen.) (German)
Grundsch. Math. 42, 10-13 (2014).
Classification: N22 C32 D32 D42 U62 F22
224
Tessellations for children: a strategy for the development of children’s geometrical and spatial thinking. (Teselaciones para niños: una estrategia para el desarrollo del pensamiento geométrico y espacial de los niños.) (Spanish. English summary)
Educ. Mat. (Mex. City) 26, No. 2, 135-160 (2014).
Classification: G92 G22 C32
225
Heavier or lighter? Introduction into the quantity weight with a focus on estimation exercises. (Schwerer oder leichter? Einführung in die Größe Gewicht mit Fokus auf Schätzübungen.) (German)
Grundsch. Math. 42, 26-29 (2014).
Classification: F72 N22 C32 D32 D42 U62
226
Because it is larger than the black board. Learning to estimate the length in the meter range by means of knowledge bases. (Denn sie ist größer als die Tafel. Längen im Meterbereich mittels Stützpunkten schätzen lernen.) (German)
Grundsch. Math. 42, 18-21 (2014).
Classification: F72 N22 C32 D52
227
What do children need for estimating? About the meaning of quantity and basic knowledge. (Was brauchen die Kinder zum Schätzen? Über die Bedeutung von Größen- und Stützpunktwissen.) (German)
Grundsch. Math. 42, 6-9 (2014).
Classification: F72 N22 D32 C32
228
Do first graders make efficient use of external number representations? The case of the twenty-frame. (English)
Cogn. Instr. 32, No. 4, 353-373 (2014).
Classification: F32 C32 U62
229
Number line and sum line from grade 1. Illustration materials beyond elementary school. (Zahlenstrahl und Rechenstrich von Klasse 1 an. Versanschaulichungsmittel über die Grundschulzeit hinaus.) (German)
Math. Differ. 5, No. 4, 34-39 (2014).
Classification: F32 U62 C32 D42 D32
230
Subtraction by covering. Developing and deepening the idea of arithmetic operations on substraction. (Subtraktion durch Abdecken. Operationsvorstellungen zur Subtraktion aufbauen und vertiefen.) (German)
Math. Differ. 5, No. 4, 28-33 (2014).
Classification: F32 C32 F22 U62
231
Young girls’ spatial and arithmetic performance: the mediating role of maternal supportive interactions during joint spatial problem solving. (English)
Early Child. Res. Q. 29, No. 4, 636-648 (2014).
Classification: F32 G22 C32 C62
232
Learning through movement: a comparison of learning fraction skills on a digital playful learning environment with a sedentary computer-task. (English)
Learn. Individ. Differ. 36, 101-109 (2014).
Classification: F32 F33 D42 D43 C32 C33
233
Working memory and domain-specific precursors predicting success in learning written subtraction problems. (English)
Learn. Individ. Differ. 36, 92-100 (2014).
Classification: F32 C32
234
The structure of illustrative materials ‒ or why you cannot calculate with Angelina’s twenty-field. (Die Struktur von Anschauungsmitteln ‒ oder warum man mit Angelinas Zwanzigerfeld nicht rechnen kann.) (German)
Math. Differ. 5, No. 4, 14-19 (2014).
Classification: F22 F32 D72 U62 C32
235
The development of structural analogy in number-line estimation. (English)
J. Exp. Child Psychol. 128, 171-189 (2014).
Classification: F21 F22 C31 C32
236
Mediation tasks. Interplays between symbolism and illustration. (Vermittleraufgaben. Wechselspiele zwischen Symbolik und Veranschaulichung.) (German)
Math. Differ. 5, No. 4, 20-26 (2014).
Classification: D32 D52 C32 D72 U62
237
Executive processes, reading comprehension and academic achievement in 3th grade primary students. (English)
Learn. Individ. Differ. 35, 41-48 (2014).
Classification: C52 C32
238
2D:4D values are associated with mathematics performance in business and economics students. (English)
Learn. Individ. Differ. 36, 110-116 (2014).
Classification: C32 C82 C42
239
Mathematics growth trajectories in first grade: cumulative vs. compensatory patterns and the role of number sense. (English)
Learn. Individ. Differ. 35, 103-112 (2014).
Classification: C32 F22 F32
240

Result 221 to 240 of 1886 total

Valid XHTML 1.0 Transitional Valid CSS!