History
1
1886


Help on query formulation

Result 41 to 60 of 1886 total

Who can explain it? Identifying and developing linguistical learning goals. (Wer kann es auch erklären? Sprachliche Lernziele identifizieren und verfolgen.) (German)
Math. Differ. 7, No. 2, 6-9 (2016).
Classification: C52 C32 F32
41
Intuitive theoretical constructs as a continuous concomitant of children’s individual constructive learning. (Inklusive Theoriekonstrukte als stetige Begleiterscheinung des individuell konstruktiven Lernens von Kindern.) (German)
Benölken, Ralf (ed.) et al., Individuelles Fördern im Kontext von Inklusion. Tagungsband aus Anlass des zehnjährigen Bestehens des Projektes ‘Mathe für kleine Asse’ und des einjährigen Jubiläums des Projektes ‘MaKosi’. Münster: WTM-Verlag (ISBN 978-3-95987-001-6/pbk). Schriften zur Mathematischen Begabungsforschung 8, 114-130 (2016).
Classification: C31 C32 C91 C92
42
Closing the gaps ‒ improving literacy and mathematics by ICT-enhanced collaboration. (English)
Comput. Educ. (Exeter) 99, 68-80 (2016).
Classification: U72 C62 D62 C32
43
Algebraic thinking in primary school age. (Algebraisches Denken im Grundschulalter.) (German)
Münster: WTM-Verlag (ISBN 978-3-95987-003-0/pbk; 978-3-95987-004-7/ebook). 255~p. (2016).
Classification: H22 F32 C32 A70
44
How do geometric terms emerge? Mental exercises on exploding cubes and melting balls. (Wie entstehen geometrische Begriffe? Mentale Übungen an explodierenden Würfeln und schmelzenden Kugeln.) (German)
Math. Differ. 7, No. 1, 6-9 (2016).
Classification: G42 G22 C32 D52 U62
45
The benefits of computer-generated feedback for mathematics problem solving. (English)
J. Exp. Child Psychol. 147, 140-151 (2016).
Classification: F32 U52 D62 U72 C32
46
Finger gnosis predicts a unique but small part of variance in initial arithmetic performance. (English)
J. Exp. Child Psychol. 146, 1-16 (2016).
Classification: F32 C42 C52 C32
47
Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills. (English)
J. Exp. Child Psychol. 145, 22-33 (2016).
Classification: F32 C32 C42
48
Relationship between single digit addition strategies and working memory reflects general reasoning sophistication. (English)
Learn. Instr. 42, 113-122 (2016).
Classification: F32 C32
49
Counting and rapid naming predict the fluency of arithmetic and reading skills. (English)
Contemp. Educ. Psychol. 44-45, 83-94 (2016).
Classification: F21 F22 F32 C51 C52 C31 C32
50
Here, but not there: cross-national variability of gender effects in arithmetic. (English)
J. Exp. Child Psychol. 146, 50-65 (2016).
Classification: C62 F32 C32
51
Mathematics confidence, interest, and performance: examining gender patterns and reciprocal relations. (English)
Learn. Individ. Differ. 47, 182-193 (2016).
Classification: C62 C63 C22 C23 C32 C33
52
Arithmetic, reading and writing performance has a strong genetic component: a study in primary school children. (English)
Learn. Individ. Differ. 47, 156-166 (2016).
Classification: C42 C43 C82 C83 C32 C33
53
Executive functioning predicts reading, mathematics, and theory of mind during the elementary years. (English)
J. Exp. Child Psychol. 146, 66-78 (2016).
Classification: C32 C42
54
Mindset and standardized testing over time. (English)
Learn. Individ. Differ. 45, 208-213 (2016).
Classification: C22 C23 C32 C33
55
Corrigendum to: “Non-formal mechanisms in mathematical cognitive development: the case of arithmetic”. (English)
Cognition 151, 113 (2016).
Classification: F32 F33 C32 C33
56
Non-formal mechanisms in mathematical cognitive development: the case of arithmetic. (English)
Cognition 149, 40-55 (2016); corrigendum ibid. 151, 131 (2016).
Classification: F32 F33 C32 C33
57
Free versus anchored numerical estimation: a unified approach. (English)
Cognition 149, 11-17 (2016).
Classification: F22 F32 C32
58
Rhythm in number: exploring the affective, social and mathematical dimensions of using TouchCounts. (English)
Math. Educ. Res. J. 28, No. 1, 31-51 (2016).
Classification: F22 F32 U72 C22 C32
59
Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves. (English)
ZDM, Math. Educ. 48, No. 1-2, 185-197 (2016).
Classification: D42 D43 C32 C33 C72 C73 F42 F43
60

Result 41 to 60 of 1886 total

Valid XHTML 1.0 Transitional Valid CSS!